SOC 5031
RESEARCH METHODS
Spring 2006
Terence P. Thornberry
Thursdays 3:00-5:50, Ketchum 33
Office Hours: Tuesdays 10-12, Ketchum 215A; or by appointment
Phone: 303-735-3065
Email: terence.thornberry@colorado.edu
Home page: http://www.colorado.edu/ibs/pb/thornberry/
This course provides an introduction to basic methods of social science research. Major topics include the logic of social inquiry, causality, and conceptualization; sampling theory; data collection and measurement; and research design. The primary objectives of the course are: 1) to help students be informed consumers of contemporary sociological research, and 2) to enable students to initiate and execute worthwhile research projects of their own.
Required Texts and Readings:
1. Babbie, Earl. The Practice of Social Research (10th ed.). Thomson/Wadsworth, 2004.
2. Kalton, Graham. Introduction to Survey Sampling. Sage Publications, 1983.
3. Spector, Paul E. Summated Rating Scale Construction: An Introduction. Sage Publications, 1992.
4. Selected Readings noted with "*".
Also, you may want to look at the Sage Publications list. Sage offers a series of excellent and inexpensive introductions to various aspects of research methods, both quantitative and qualitative. We will be using some of their publications, but I want to bring them to your attention as a resource for the future. You can browse their website at: www.sagepub.com
Finally, you should familiarize yourself with the websites: www.jstor.org and
and with the online journals available through the CU library website.
Journal Storage (JSTOR) on the web is a project funded by the Andrew Mellon Foundation that is doing just what it says – storing journals so they can be accessed from the web. They do not compete with current sales, so they have the American Journal of Sociology for the years 1895-2000, the American Sociological Review 1936-2001, and the Annual Review of Sociology 1975-1998 (later issues are available online through the library). You can search the journals very easily, read papers, print out copies, or download papers to your computer. BUT you can only gain access through CU, so you can’t get to it through aol, for example. MUSE is a Johns Hopkins University project to bring scholarly journals online.
NOTE: if you want to print or download a paper, use JSTOR’s Print or Download commands, not the browser’s print command. I find that the PDF economy versions are fine – and they take a much shorter time to download.
The Sociology Department reading list for the Ph.D. comprehensive exam in methods is available from the department. It contains a series of questions that may help guide your study of various aspects of research methods and it contains a (too?) detailed list of readings (some I consider out of date).
The methods exams for the past few years are also available through the department.
COURSE GRADE:
The grade received in this seminar is part of the Sociology Department Preliminary Examination. It is based primarily on a term paper that each student will prepare.
A. Term Paper (80% of Grade): The term paper is to be a research proposal on a topic of your choice. The proposal can be a hypothetical study that you may never perform, or it can be an investigation that you plan to conduct in the future. It cannot be work that you have already performed, e.g., your senior thesis or M.A. thesis, nor can it be a secondary analysis of existing data. The proposal should cover all segments of the research process, even though the proposed data collection and analysis will not actually be performed.
The proposal will be built incrementally. As each major segment of the course is completed, the section of the proposal that deals with that topic will be submitted and graded. As each additional section is added, the previous section(s) should be revised based on the instructor’s comments and additional methodological issues raised by the new section. This process will be discussed in class.
Schedule of Assignments:
1. January 26: Topics No Grade
Please submit a brief paragraph about each of three possible research topics.
2. February 16: Introduction 15%
In no more than five pages, please clearly identify the research topic you will work on for the remainder of the semester. The introduction should state the topic and the theoretical and practical importance of studying it.
Also, identify and review the major studies that have examined this issue in the past. What are their methodological strengths and weaknesses? State the major hypotheses that your study will test. Identify the major independent and dependent variables and the unit of analysis.
3. March 9: Sampling Design; 15%
Revised Introduction
Please begin this assignment with a revision of your introduction, the hypotheses, and independent and dependent variables. Revision should be modified based on my comments and to ensure consistency with your sampling design.
Then, in no more than five pages, indicate clearly the type of sampling design you will use and your rationale for selecting this type of sample. Focus your discussion on sample selection, not sample estimation. In your discussion, clearly indicate the population to which your hypothesis applies and how you will select a probability sample from it. Pay particular attention to practical issues, such as sample size, the sampling frame or list, and slippage between the population and the elements on the frame. Provide a justification for the decisions you make.
4. April 6: Research Design; 15%
Revised Introduction and Sampling Design
Please start with a revision of your hypothesis and your sampling design, if necessary.
Then, in no more than five pages, clearly indicate the type of research design you will use to test your hypothesis. You should also indicate how this design allows you to test your hypothesis; that is, present a brief rationale for your selection.
In presenting your design, don’t be vague – e.g., experiment or survey. Be specific – e.g., pretest-posttest equivalent group design, panel study with four annual data collection points, etc. You should also provide enough detail about the design – for instance the age at Time 1, the length of the treatment program, the lag between interviews, and so forth – so that a clear description of what you plan to do emerges. You should also present a brief rationale for each of these decisions.
Simply list the independent and dependent variables, as well as the major control variables.
5. April 27: Measurement Only 15%
In no more than five pages, discuss your measurement plan. What are the key variables you need to measure in order to test your hypothesis? Indicate precisely how you will measure the ones I noted in the last assignment. Start with the concept and end with the exact measure. Also, discuss how you will assess the reliability and validity of all your measures. You do not need to revise the previous sections at this time.
6. May 10: Complete Proposal 20%
With All Sections Revised
Please revise all four sections of the proposal so that your final proposal attends to prior comments and presents a coherent and coordinated research proposal.
Term papers must be typed double-spaced, using the format and style of the American Sociological Review. All references must be complete and conform to the ASR style. Be sure to use spell-check!
Two sample proposals submitted in previous years are available with the course readings. We will discuss them briefly in class.
B. Attendance and Participation (20% of Grade): Each enrolled student is expected to attend every seminar session and to participate in class discussions. Class discussions will include an evaluation and critique of the methodological adequacy of several assigned papers. The schedule for these discussion pieces will be determined during the semester.
Before any assignment is considered complete, an oral examination may be scheduled at the discretion of the instructor. Also, read the attached statement about Academic Honesty.
SOC 5031
RESEARCH METHODS
Spring 2006
________________________________________________
DATE TOPIC READING ASSIGNMENTS
Jan. 19 Logic of the Research Process Babbie, pages 3-31;
107-116; 472-492
Jan. 26 Theory Construction 1 Babbie, pages 32-59 Topics
*Bryman
*Charmaz
Feb. 2 Theory Construction 2 *Cook & Campbell
Babbie, pages 86-101;
421-439
Feb. 9 Sampling 1: Babbie, pages 178-217
Simple Random Sampling Kalton, pages 5-19
Feb. 16 Sampling 2: Kalton, pages 19-38 Introduction
Stratified Sample
Cluster Sample
Feb. 23 Sampling 3: Kalton, pages 56-69;
Sample Size 82-94
Non-Probability Samples *Smith
Mar. 2 Experimental Designs Babbie, pages 220-241
Mar. 9 Quasi-Experimental Designs Babbie, pages 349-355 Sampling Design
Qualitative Research Babbie, pages 281-311
Mar. 16 Survey Design 1 Babbie, pages 101-107
Mar. 23 Survey Design 2 *Menard
Mar. 30 NO CLASS ------
Apr. 6 Measurement Babbie, pages 118-140; Research Design
242-279
*Schaeffer & Presser
Apr. 13 Scaling Babbie, pages 150-177
Spector, pages 1-45
Apr. 20 Reliability & Validity Babbie, pages 140-148
Spector, pages 46-69
Apr. 27 Ethics in Research Babbie, pages 61-82 Measurement
May 4 Summary
May 10 ------------ Complete
Proposal
SOC 5031
RESEARCH METHODS
Spring 2006
Academic Honesty
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be reported to the Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to be in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Additional information on the Honor Code can be found at: http://www.colorado.edu/policies/honor.html
and at: http://www.colorado.edu/academics/honorcode/.
Classroom Behavior
Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat students with understanding, dignity, and respect, to guide classroom discussion, and to set reasonable limits on the manner in which students express opinions.
Religious Observances
Campus policy regarding religious observances requires that faculty make every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts with scheduled exams, assignments, or required attendance. If there is a conflict of this nature, please discuss it with me prior to the date.
Students with Disability
If you qualify for accommodations because of a disability, please submit a letter to me from Disability Services in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities. Contact: 303-492-8671, Willard 322, or www.Colorado.EDU/disabilityservices.
Sexual Harassment
The University of Colorado Policy on Sexual Harassment applies to all students, staff, and faculty. Sexual harassment is unwelcome sexual attention. It can involve intimidation, threats, coercion, or promises, or create an environment that is hostile or offensive. Harassment may occur between members of the same or opposite gender and between any combination of members in the campus community: students, faculty, staff, and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence hall. Any student, staff, or faculty member who believes s/he has been sexually harassed should contact the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the OSH and the campus resources available to assist individuals who believe they have been sexually harassed can be obtained at: http://www.colorado.edu/sexualharassment.
Bibliography
Bryman, Alan. “The debate about quantitative and qualitative research: A question of method or epistemology?” Pp. 75-92 in The British Journal of Sociology, Volume 35, Issue 1 (Mar., 1984).
Charmaz, Kathy. (2004). “Grounded Theory” Pp. 496-518 in Approaches to Qualitative Research: A Reader on Theory and Practice. New York: Oxford University Press.
Cook, Thomas D. and Donald T. Campbell. (1979). “Causal inference and the language of experimentation.” Pp. 1-36 in Quasi-Experimentation: Design & Analysis Issues for Field Settings. Boston: Houghton Mifflin Company.
Geddes, Barbara. “How the cases you choose affect the answers you get: Selection bias in comparative politics.” Pp. 131-150 in James A. Stimson (ed.), Political Analysis, Vol. 2.
Geronimus, Arline T. and Sanders Korenman. “The socioeconomic consequences of teen childbearing reconsidered.” Pp. 1187-1214 in The Quarterly Journal of Economics, Vol. 107, No. 4 (Nov., 1992).
Hoffman, Saul D., E. Michael Foster, and Frank F. Furstenberg Jr. “Reevaluating the costs of teenage childbearing.” Pp. 1-13 in Demography, Vol. 30, No. 1 (Feb., 1993).
Menard, Scott. Longitudinal Research. Sage Publications, 1991.
Sample Proposal I. “Social integration, disaster, and migration: A study of how social integration reduces migration intent following a natural disaster.”
Sample Proposal II. “Examining the effects of extended visitation programs for incarcerated mothers with dependent children.”
Schaeffer, Nora Cate and Stanley Presser. “The science of asking questions”. Pp. 65-88 in The Annual Review of Sociology, 2003. 29:65-88.
Smith, Herb. “Notes on sample size.” Pp. 1-4. University of Pennsylvania.
Zuravin, Susan, Curtis McMillen, Diane DePanfilis, and Christina Risley-Curtiss. “The intergenerational cycle of child maltreatment: Continuity versus discontinuity.” Pp. 315-334 in the Journal of Interpersonal Violence, Vol. 11, No. 3, September 1996.