SOCI 211
Sociology 211 – Sociological Inquiry Winter 2009
“I’m a social scientist, Michael. That means I can’t explain electricity or anything like that, but if you ever want to know about people I’m your man”
Instructor: Andrew Carvajal E‐mail: [email protected] Class schedule: Tues/Thurs 10:05 – 11:25, Otto Maass 112
Course description This course is designed to introduce students to common methods used in sociological and social science research. It is intended to help us develop an understanding of what a research problem is and how one is to undertake its study. Students will learn how to conduct social research, evaluate relevant evidence, and determine the best method to be used based on theoretical and practical considerations. Scientific methods do not define research interests, but they are tools for conducting explorations on issues of social significance and understand how society works. Throughout the course we will examine a variety of concepts and terminology crucial to the social scientific method. We will also delve into a multitude of methods available to social 1
researchers, both qualitative and quantitative, and some considerations that are to be taken into account when designing a study, such as time dimensions, sampling design, ethical issues, amongst others. We will also discuss the pros and cons of the various methods, as illustrated by examples. Upon completion of this course, you should be better able to critically evaluate the research you encounter in your social science coursework and in the mass media. You should also feel capable of conceiving the design of a research project that would suit your academic interests. Note: while we will address some basic quantitative data analysis techniques in the course, students are not expected to possess previous statistical background or advanced mathematical expertise.
Teaching style and conferences While the organization of this course is such that I will be lecturing most of the time, I actively encourage student questions and input throughout the progression of the course. Learning is a two‐way process, so if you have any questions about the material, comments, or examples that would add to our discussions, please raise them. Since an ideal level of participation can be hampered by the large size of the class, students will have the opportunity to become more actively engaged in the discussion of class topics through smaller‐sized conferences led by Teaching Assistants. Sign‐up for conferences will be available via Minerva and will be announced in class. On conference weeks, the conference will replace the Thursday lecture. An updated schedule of conference dates will be kept in myCourses. If there is something you could not raise in class due to time constraints or was not addressed in sufficient detail, conferences will be the ideal chance to bring this up. Students will also be expected to examine some study questions which will be posted prior to conferences, and which will help in preparation for the discussion that will be led by the TAs. In addition, new material may be introduced through conferences, and exam reviews will also be conducted in these groups. Through your interaction with me and your TAs you will have plenty of chances to clarify any concepts which still remain ambiguous, so make use of these opportunities! Also note that I greatly value students’ time and the effort they put into this course. If you have questions or difficulties with the material we are happy to help. In return, I expect the same respect of my time and that of the TA’s. On a final note, I intend the lectures and conferences for this course to foster an environment in which the diversity of McGill students is respected and celebrated. I will aim for it to be a safe space free from discrimination on the basis of race, ethnic or national origin, sex, age, religion, sexual orientation or gender expression, language, political convictions, civil status, social condition, disability, or any other basis for discrimination. 2
Required course materials 1. Babbie, Earl and Lucia Benaquisto (2002). Fundamentals of Social Research. Scarborough, ON: Nelson. 2. Clydesdale, Tim (2007). The First Year Out: Understanding American Teens after High School. Chicago: University of Chicago Press. 3. A coursepack with a few additional readings is also available at the McGill bookstore. 4. You are also required to have (and bring to class!) a Student Response System (SRS or ‘clicker’). This is available for purchase at the McGill bookstore. Some optional readings will also be available online through myCourses. Optional readings may help you clarify concepts introduced in class, but you are free to read them at your own leisure.
Course Evaluation Midterm examination = 37% To be held in‐class on Thursday, February 19 Final examination = 40% To be held during the regular examination period. Date and time to be determined later by the university. Written assignment = 15% This will consist of a short assessment of the methodology used in Clydesdale’s “The First Year Out”. The assignment will be due in class on Tuesday, March 31st. In order to ensure fairness, there will be a penalty for lateness. Further details about the assignment will be provided in class and also on myCourses. Conference attendance and participation = 5% Class use of the Student Response System (clicker) = 3% If you have registered your clicker and used it during at least 75% of the classes in which we employ the system, you will get the 3%. While the answers generated by the clicker are anonymous, a log of the students who used it in class will be kept. Further instructions on the use of this technology will be available through myCourses and will be discussed in class. The examinations will be based on the material covered in class, conferences, and in the required readings. You are responsible for all of the above. Please be advised that you are also 3
responsible for all announcements made in class regarding any changes. The lectures will proceed on the assumption that you have done the readings, so try to read ahead. Please note that you will be required to provide an official excuse in order to take any make‐up examination. Following university rules, in the case of the final exam, you must get permission from the Office of the Associate Dean of Students in order to take a supplemental exam. The supplemental exam is scheduled sometime in August. Vous pouvez également rédiger vos travaux ou examens en français, si vous préférez. Certains assistants de cours (TAs) sont complètement bilingues et seraient contents de vous aider en personne ou par courriel si vous le désirez. Vous pouvez aussi me contacter par courriel en français si cela est plus facile pour vous. If you have a disability and require accommodation, please discuss your situation with me. It may also be helpful to contact the Office for Students with Disabilities at 398‐6009 or [email protected]. See also http://www.mcgill.ca/osd McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating plagiarism and other academic offenses under the Code of Student Conduct and Disciplinary Procedures. See www.mcgill.ca/integrity for more information or the site of Student Advocacy at http://mlic.mcgill.ca/StudentAdvocacy.html. If you ever have questions about this or you are in doubt about what may constitute plagiarism or an academic offence please feel free to ask me.
4
Calendar of readings PART I 1. Introduction to Social and Empirical Research Week of January 6th Babbie and Benaquisto (BB), Ch. 1 2. Theories and Paradigms in Sociological Research Week of January 13th BB, Ch. 2 3. Variables and Causality Week of January 20th BB, Ch. 3 y Class on Thursday January 22nd will be replaced by a conference1 4. Research Design Week of January 27th BB, Ch. 4 and Ch.5 pp. 105‐113 (Up to the end of “Creating Conceptual Order”) Dahl, Jonathan and Lisa Miller (1996). “Which is the Safest Airline? It all Depends...”, The Wall Street Journal, pp. B1, B4. Week of February 3rd BB, Ch. 5 pp. 116‐133 (From the heading “Definitions in Descriptive and Explanatory Studies” onwards) y Class on Thursday February 5th will be replaced by a conference 5. Experimental Design and Ethical Considerations in Social Science Research Week of February 10th BB, Ch. 8 and Intro to Part III (pp. 199‐212) Haney, Craig, Curtis Banks and Philip Zimbardo (1973). “Interpersonal Dynamics in a Simulated Prison”, International journal of Criminology and Penology, 1, pp. 69‐97. Milgram, Stanley (1974). Obedience to Authority: An Experimental View. New York: Harper and Row, Ch. 2, pp. 13‐26. 1
Note that conference dates may be subject to changes. An updated conference schedule will be kept on myCourses 5
y Class on Thursday February 12th will be replaced by a conference Week of February 17th Bateman, Thomas et al. (1992). “Roger, Me, and My Attitude: Film Propaganda and Cynicism toward Corporate Leadership”, Journal of Applied Psychology, 77, 5, pp. 768‐71. y In class Review to take place on Tuesday February 17th In‐class MIDTERM EXAMINATION on Thursday February 19th – GOOD LUCK! Week of February 24th 4 Reading week ‐ no class PART II 6. Qualitative Field Research and Qualitative Data Analysis Week of March 3rd BB, Ch. 11 Manderson, Desmond and Sarah Turner (2006). “Coffee House: Habitus and Performance among Law Students”, Law & Social Inquiry, 31, 3, pp. 649‐76. BB, Ch. 14 (optional) – you will only be tested on class material regarding this chapter 7. Qualitative Interviewing Week of March 10th BB, Ch. 12 Hermanowicz, Joseph (2002). “The Great Interview: 25 Strategies for Studying People in Bed”, Qualitative Sociology, 25, 4, pp. 479‐499. y Class on Thursday March 12th will be replaced by a conference 8. Sampling and Some Probability Theory Week of March 17th BB, Ch. 7 up to p. 188 (To the end of “Hypothetical Illustration: Sampling University Students) 9. Survey Research Week of March 24th BB, Ch. 9 y Class on Thursday March 26th will be replaced by a conference
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10. Unobtrusive Research Week of March 31st BB, Ch. 10 Linneman, Thomas (2008). “How Do You Solve a Problem Like Will Truman? The Feminization of Gay Masculinities on Will & Grace”, Men and Masculinities, 10, 5, pp. 583‐603. Written assignment is due in class on Tuesday March 31st y Class on Thursday April 2nd will be replaced by a conference 11. Measures of Central Tendency and the Elaboration Model Week of April 7th BB, Ch. 16 Week of April 14th Note that Tuesday April 14th will follow a Friday schedule, so there will be no class Date and time for the FINAL EXAMINATION and review sessions TBA – GOOD LUCK!
7
“I’m a social scientist, Michael. That means I can’t explain electricity or anything like that, but if you ever want to know about people I’m your man”
Instructor: Andrew Carvajal E‐mail: [email protected] Class schedule: Tues/Thurs 10:05 – 11:25, Otto Maass 112
Course description This course is designed to introduce students to common methods used in sociological and social science research. It is intended to help us develop an understanding of what a research problem is and how one is to undertake its study. Students will learn how to conduct social research, evaluate relevant evidence, and determine the best method to be used based on theoretical and practical considerations. Scientific methods do not define research interests, but they are tools for conducting explorations on issues of social significance and understand how society works. Throughout the course we will examine a variety of concepts and terminology crucial to the social scientific method. We will also delve into a multitude of methods available to social 1
researchers, both qualitative and quantitative, and some considerations that are to be taken into account when designing a study, such as time dimensions, sampling design, ethical issues, amongst others. We will also discuss the pros and cons of the various methods, as illustrated by examples. Upon completion of this course, you should be better able to critically evaluate the research you encounter in your social science coursework and in the mass media. You should also feel capable of conceiving the design of a research project that would suit your academic interests. Note: while we will address some basic quantitative data analysis techniques in the course, students are not expected to possess previous statistical background or advanced mathematical expertise.
Teaching style and conferences While the organization of this course is such that I will be lecturing most of the time, I actively encourage student questions and input throughout the progression of the course. Learning is a two‐way process, so if you have any questions about the material, comments, or examples that would add to our discussions, please raise them. Since an ideal level of participation can be hampered by the large size of the class, students will have the opportunity to become more actively engaged in the discussion of class topics through smaller‐sized conferences led by Teaching Assistants. Sign‐up for conferences will be available via Minerva and will be announced in class. On conference weeks, the conference will replace the Thursday lecture. An updated schedule of conference dates will be kept in myCourses. If there is something you could not raise in class due to time constraints or was not addressed in sufficient detail, conferences will be the ideal chance to bring this up. Students will also be expected to examine some study questions which will be posted prior to conferences, and which will help in preparation for the discussion that will be led by the TAs. In addition, new material may be introduced through conferences, and exam reviews will also be conducted in these groups. Through your interaction with me and your TAs you will have plenty of chances to clarify any concepts which still remain ambiguous, so make use of these opportunities! Also note that I greatly value students’ time and the effort they put into this course. If you have questions or difficulties with the material we are happy to help. In return, I expect the same respect of my time and that of the TA’s. On a final note, I intend the lectures and conferences for this course to foster an environment in which the diversity of McGill students is respected and celebrated. I will aim for it to be a safe space free from discrimination on the basis of race, ethnic or national origin, sex, age, religion, sexual orientation or gender expression, language, political convictions, civil status, social condition, disability, or any other basis for discrimination. 2
Required course materials 1. Babbie, Earl and Lucia Benaquisto (2002). Fundamentals of Social Research. Scarborough, ON: Nelson. 2. Clydesdale, Tim (2007). The First Year Out: Understanding American Teens after High School. Chicago: University of Chicago Press. 3. A coursepack with a few additional readings is also available at the McGill bookstore. 4. You are also required to have (and bring to class!) a Student Response System (SRS or ‘clicker’). This is available for purchase at the McGill bookstore. Some optional readings will also be available online through myCourses. Optional readings may help you clarify concepts introduced in class, but you are free to read them at your own leisure.
Course Evaluation Midterm examination = 37% To be held in‐class on Thursday, February 19 Final examination = 40% To be held during the regular examination period. Date and time to be determined later by the university. Written assignment = 15% This will consist of a short assessment of the methodology used in Clydesdale’s “The First Year Out”. The assignment will be due in class on Tuesday, March 31st. In order to ensure fairness, there will be a penalty for lateness. Further details about the assignment will be provided in class and also on myCourses. Conference attendance and participation = 5% Class use of the Student Response System (clicker) = 3% If you have registered your clicker and used it during at least 75% of the classes in which we employ the system, you will get the 3%. While the answers generated by the clicker are anonymous, a log of the students who used it in class will be kept. Further instructions on the use of this technology will be available through myCourses and will be discussed in class. The examinations will be based on the material covered in class, conferences, and in the required readings. You are responsible for all of the above. Please be advised that you are also 3
responsible for all announcements made in class regarding any changes. The lectures will proceed on the assumption that you have done the readings, so try to read ahead. Please note that you will be required to provide an official excuse in order to take any make‐up examination. Following university rules, in the case of the final exam, you must get permission from the Office of the Associate Dean of Students in order to take a supplemental exam. The supplemental exam is scheduled sometime in August. Vous pouvez également rédiger vos travaux ou examens en français, si vous préférez. Certains assistants de cours (TAs) sont complètement bilingues et seraient contents de vous aider en personne ou par courriel si vous le désirez. Vous pouvez aussi me contacter par courriel en français si cela est plus facile pour vous. If you have a disability and require accommodation, please discuss your situation with me. It may also be helpful to contact the Office for Students with Disabilities at 398‐6009 or [email protected]. See also http://www.mcgill.ca/osd McGill University values academic integrity. Therefore all students must understand the meaning and consequences of cheating plagiarism and other academic offenses under the Code of Student Conduct and Disciplinary Procedures. See www.mcgill.ca/integrity for more information or the site of Student Advocacy at http://mlic.mcgill.ca/StudentAdvocacy.html. If you ever have questions about this or you are in doubt about what may constitute plagiarism or an academic offence please feel free to ask me.
4
Calendar of readings PART I 1. Introduction to Social and Empirical Research Week of January 6th Babbie and Benaquisto (BB), Ch. 1 2. Theories and Paradigms in Sociological Research Week of January 13th BB, Ch. 2 3. Variables and Causality Week of January 20th BB, Ch. 3 y Class on Thursday January 22nd will be replaced by a conference1 4. Research Design Week of January 27th BB, Ch. 4 and Ch.5 pp. 105‐113 (Up to the end of “Creating Conceptual Order”) Dahl, Jonathan and Lisa Miller (1996). “Which is the Safest Airline? It all Depends...”, The Wall Street Journal, pp. B1, B4. Week of February 3rd BB, Ch. 5 pp. 116‐133 (From the heading “Definitions in Descriptive and Explanatory Studies” onwards) y Class on Thursday February 5th will be replaced by a conference 5. Experimental Design and Ethical Considerations in Social Science Research Week of February 10th BB, Ch. 8 and Intro to Part III (pp. 199‐212) Haney, Craig, Curtis Banks and Philip Zimbardo (1973). “Interpersonal Dynamics in a Simulated Prison”, International journal of Criminology and Penology, 1, pp. 69‐97. Milgram, Stanley (1974). Obedience to Authority: An Experimental View. New York: Harper and Row, Ch. 2, pp. 13‐26. 1
Note that conference dates may be subject to changes. An updated conference schedule will be kept on myCourses 5
y Class on Thursday February 12th will be replaced by a conference Week of February 17th Bateman, Thomas et al. (1992). “Roger, Me, and My Attitude: Film Propaganda and Cynicism toward Corporate Leadership”, Journal of Applied Psychology, 77, 5, pp. 768‐71. y In class Review to take place on Tuesday February 17th In‐class MIDTERM EXAMINATION on Thursday February 19th – GOOD LUCK! Week of February 24th 4 Reading week ‐ no class PART II 6. Qualitative Field Research and Qualitative Data Analysis Week of March 3rd BB, Ch. 11 Manderson, Desmond and Sarah Turner (2006). “Coffee House: Habitus and Performance among Law Students”, Law & Social Inquiry, 31, 3, pp. 649‐76. BB, Ch. 14 (optional) – you will only be tested on class material regarding this chapter 7. Qualitative Interviewing Week of March 10th BB, Ch. 12 Hermanowicz, Joseph (2002). “The Great Interview: 25 Strategies for Studying People in Bed”, Qualitative Sociology, 25, 4, pp. 479‐499. y Class on Thursday March 12th will be replaced by a conference 8. Sampling and Some Probability Theory Week of March 17th BB, Ch. 7 up to p. 188 (To the end of “Hypothetical Illustration: Sampling University Students) 9. Survey Research Week of March 24th BB, Ch. 9 y Class on Thursday March 26th will be replaced by a conference
6
10. Unobtrusive Research Week of March 31st BB, Ch. 10 Linneman, Thomas (2008). “How Do You Solve a Problem Like Will Truman? The Feminization of Gay Masculinities on Will & Grace”, Men and Masculinities, 10, 5, pp. 583‐603. Written assignment is due in class on Tuesday March 31st y Class on Thursday April 2nd will be replaced by a conference 11. Measures of Central Tendency and the Elaboration Model Week of April 7th BB, Ch. 16 Week of April 14th Note that Tuesday April 14th will follow a Friday schedule, so there will be no class Date and time for the FINAL EXAMINATION and review sessions TBA – GOOD LUCK!
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