Course: Methods of Social Research

SOC 310: METHODS OF SOCIAL RESEARCH
Professor Leontina (LT) Hormel
M/W/F 1:30-2:20 p.m. / TLC 147

Office Hours: M/W 2:30-5 p.m. & by appointment
Office Location: Phinney 115
Office Phone: 885-6735

Note: I do not accept correspondence via email, unless you wish to arrange an office appointment. Mark the subject header "Office Appointment" and send to lhormel@uidaho.edu; otherwise, I will not read the content of your message.

COURSE DESCRIPTION

This course introduces students to the practices of ‘doing' sociology. The course will cover various methods which sociologists use in order to answer research questions. But, throughout this course, we will also apply a critical perspective. What does this mean? It means that we will ask questions, such as, how can sociologists prove that they have really found answers through their research? Or, why should anyone believe what sociologists say? Each method we cover in class will be scrutinized not only for its strengths, but also for its inherent limitations. The better a sociologist understands the limitations (along with the strengths) of any given method, the more s/he is capable of gaining respect from her/his audience. This course will facilitate students' understanding of the general difficulties that social researchers face when they are trying to generate knowledge about the social world.

REQUIRED TEXTS

Both texts are available on reserve at the library for 2-hour check-out.

Davidson, Julia O'Connell, and Derek Layder. 1994. Methods, Sex, and Madness. London and New York: Routledge. This text is available only as an ebook. Students may purchase it directly on-line through Routledge Press: click here It is not available at the UI Bookstore. Some used versions are available at Amazon.com, if you prefer a printed copy: click here.

Rabinow, Paul. 1977. Reflections on Fieldwork in Morocco.Berkeley: University of California Press.

Electronic Reserve Readings: login: reserve password: 2krm83ky

Miner, Horace. "Body Ritual of the Nacirema"
Gould, Stephen Jay. July 1978. "The Finagle Factor." Human Nature.
Patai, Daphne. 1991. "U.S. Academics and Third World Women: Is Ethical Research Possible?" In Gluck, Sherna Berger and Daphne Patai (eds.). Women's Words: The Feminist Practice of Oral History. New York: Routledge.
Fuller, Linda. 1988. "Fieldwork in Forbidden Terrain: The U.S. State and the Case of Cuba." The American Sociologist.
Scully, Diana. 1990. Understanding Sexual Violence: A Study of Convicted Rapists. New York & London: Routledge. (pp. 1-31; 63-95)
Freeman, Carla. 2000. High Tech and High Heels in the Global Economy: Women, Work, and Pink-Collar Identities in the Caribbean. Durham and London: Duke University Press.
Duneier, Mitchell. 1999. Sidewalk. New York: Farrar, Straus and Giroux. (pp. 3-14; 333-357; 378-379)
Haney, Lynne. 2002. Inventing the Needy: Gender and the Politics of Welfare in Hungary. Berkeley: University of California Press.
Rossi, Peter H. Down and Out in America: The Origins of Homelessness. (excerpts)
Yakubovich, Valery. 2005. "Weak Ties, Information, and Influence: How Workers Find Jobs in a Local Russian Labor Market." American Sociological Review. 70(3): 408-421.

COURSE ASSIGNMENTS

Five, 3-page, essay assignments (10% each): There will be five written assignments over the quarter, two of which will be peer-reviewed. Each assignment will be 2 1/2-3 1/2 pages (typed, double-spaced with one inch margins) in length. Pages not meeting the minimum, or extending beyond the maximum page limit will be reduced by 1/3 of a grade. Each assignment will ask you to answer a question related to class reading and discussions. Questions for the assignments will be passed out one week prior to each due date. No late papers will be accepted, unless special arrangements are made with me prior to the deadline or formal evidence for excused absence is provided (doctor's note, for instance). Peer-reviewed essays will address research questions each student prepares over the term. One peer-reviewed essay will discuss how bias may affect a student's research as a result of the question he or she poses. The other peer-reviewed essay will involve the design of a survey questionnaire. Peer-review is a critical element in advanced learning and critical analysis of research, thus, these assignments will develop students' abilities to bear responsibility of analysis, critique, and discussion of a peer's work (and will likewise learn from the experience of the same process applied to his or her work from another peer).

Pop Quizzes (30%): Quizzes will be randomly administered over the term to assess level of comprehension of both readings and class discussions. No make-up quizzes will be accepted, unless formal evidence for an excused absence is provided (see detailed explanation below).

Class participation (20% total): Class participation will be evaluated on the basis of TWO things, 1) contributions to class discussions (note, regular absence will diminish your grade); 2) participation in class activities. (Class activities will be written and non-written, individual and collective.

ATTENDANCE POLICY FOR THIS COURSE

This is a course in an institution of higher education, thus it is assumed that students will handle attendance maturely and responsibly. Class attendance is NOT recorded. If I notice patterns of absenteeism among particular individuals, I may confer privately with her/him. As a general rule, continual absence from class sessions will inhibit a student's ability to master course material and to complete this course successfully. Keep in mind class sessions are opportunities for students to engage in course topics.

Except in emergency situations, students are expected to submit all assignments by deadlines, regardless of whether or not they are in class when the papers are due.

Only the following, at the discretion of the professor, are possibly legitimate reasons for an absence:

Death or serious illness in family;
Medical emergency or illness (this does not include a non-emergency medical appointment that could have been scheduled for another time without significant difficulty);
Emergency child-care responsibilities;
Religious holiday, in accordance with state law;
Participation in University of Idaho-sponsored athletic events, University of Idaho dramatic or musical performances, University of Idaho-sanctioned professional or academic conferences, etc.; or
A similar type of situation/problem (at professors' discretion).

You should provide reasonable documentation for an absence, unless because of special circumstances we waive this requirement. Please discuss schedule conflicts in advance with me. As specified at the beginning of this syllabus, I do not accept any correspondence via email except to arrange office appointments.

Note that vacations, work schedule issues (except in cases of exceptional financial need, at my discretion), driving someone to an airport, etc., are not legitimate excuses for an absence.

WISH TO ATTEND A CLASS SESSION LATE, OR TO LEAVE EARLY?

To ensure a sound learning environment for all students taking this course, the door will be closed 10 minutes after the class session begins. If you are more than 10 minutes late and the door to the room is closed, you have officially missed class for the day. If you anticipate being late for class (conflicting doctor's appointment, childcare arrangements, work arrangements, and so on), let me know as soon as you are aware that you might be late one day. Also, if you need to leave early from class on a particular day, please let me know BEFORE class session begins. Otherwise, students are expected to attend the full class session - no early exits. Those who need to use the restroom are excused (I can tell since you will not put all of your books away and take off with your book bag to do this). Please acknowledge that these measures are taken to reduce interruptions in the class and to maintain respect in our classroom. Thanks, in advance, for cooperating.

CODE OF CONDUCT AND RESPECT

You are probably quite familiar already with the controversial topics that sociology explores. Believe it or not, the study of research methods in the social sciences is not devoid of its own controversies, and we are bound to discuss topics throughout the term that may be emotionally-charged for some students (even if it, perhaps, doesn't seem like a big deal to you). In light of this potential for conflict in the classroom, I ask that we follow a code of conduct. The code of conduct includes the simple idea that "you do unto others what you would like done unto yourself". How this translates into our own conduct in class comprises the following: listen attentively to individuals who present ideas in class; do not hold conversations with peers in the background of class presentations/discussions; and put away all materials that are not related to the course during class sessions (newspapers, magazines, cell phones - turn the ringer off, portable video games, portable media players, and so on). In addition, when you pose your own position before the class, please recognize that others' ideas may vastly differ from your own. Be sure you don't make fun of, or degrade, others who hold different perspectives. Failing to abide by any of the terms in this code of conduct may result in expulsion from class sessions. Again, thanks, in advance, for your cooperation!!

PLAGIARISM

Plagiarism is not accepted in any student's work in this course. I will discuss more specifically in class what is considered plagiarism. Briefly, I consider plagiarism to be the duplication of someone's ideas (a famous writer/researcher's ideas and even a fellow student's ideas) without proper reference of WHO made these ideas, as well as WHEN and WHERE these ideas were made. A bibliography alone is not sufficient for avoiding plagiarism. Please discuss with me individually if you are not sure what constitutes plagiarism. The safest rule to follow is to acknowledge the source of an idea whenever you are in doubt. I will fail an assignment if I identify any plagiarized ideas in it. If a student plagiarizes a second time in the same course, that student will fail the entire course. Note that I am not able to determine whether a student intended to plagiarize, but can only determine whether plagiarism has taken place.

COURSE OUTLINE

Note: "D/L" = Davidson and Layder textbook
eReserve = selection from Electronic Reserve in the library catalog
login: reserve
password: 2krm83ky

WEEK 1: INTRODUCTION TO COURSE

Day One: Introduction and begin outlining the research process.

Friday: Observing Ourselves and Our Biases
- Reading Assignment: Read "Body Ritual of the Nacirema" by Horace Miner (e-Reserve and link available through course web-page www.uidaho.edu/~lhormel/)

WEEKS 2-4: PHASES I & II OF THE RESEARCH PROCESS: Theory and Devising a Research Question

Week 2: Research vs. Common Sense, and Hazards of Bias
- NO CLASS MONDAY, JANUARY 15
- Reading Assignment – Read by Wednesday, January 17: D/L, Chapter 1 (1-28); Gould, "The Finagle Factor" (eReserve)
- Wednesday: Asking a Good Research Question
- Friday: EACH STUDENT MUST SUBMIT 3 POSSIBLE RESEARCH QUESTIONS TO ME
Week 3: Theory, Politics, and Reflexivity in Research
- Reading Assignment – Read by Monday, January 22: D/L, Chapter 2 (29-60)
- Monday, January 22: Evaluating our own Sources of Bias
- Wednesday: film "Trade Secrets" (excerpts) and/or "Deadly Deception"
- Friday: Diminishing the Impact of Bias
- FIRST ESSAY ASSIGNMENT DISTRIBUTED
Week 4: Ethics & Politics in Research
- Reading Assignment – Read by Monday, January 29: D/L, Chapter 9 (209-224); Patai and Fuller article (eReserve)
- Monday, January 29 & Wednesday, January 31: How do politics and ethics affect research? Is research still worth doing?
- Friday: FIRST ESSAY ASSIGNMENT DUE FRIDAY AND PEER-REVIEWED

WEEKS 5-6: PHASE III OF THE RESEARCH PROCESS: Research Design – Conceptualization & Operationalization

Week 5: Conceptualization & Operationalization – field study examples
- Reading Assignment – Read by Monday, February 5: Freeman and Duneier (eReserve)
Week 6: Conceptualization & Operationalization - survey example

SECOND ESSAY ASSIGNMENT DISTRIBUTED MONDAY, FEBRUARY 12
Reading Assignment – Make sure you are caught up by Monday, February 12: Review readings from Weeks 1-6
Begin Survey designing (peer process) – KEEP AND REWORK FOR FUTURE ESSAY

WEEK 7: PHASE III OF THE RESEARCH PROCESS: Selecting a Method - Qualitative Research, In-Depth Interviewing Sampling and Design

Wednesday, February 21: SECOND ESSAY ASSIGNMENT DUE
Reading Assignment – Read by Wednesday, February 21: D/L, Chapter 5 (116-147); Scully, Understanding Sexual Violence (eReserve)

WEEKS 8-9: PHASE III OF THE RESEARCH PROCESS: Selecting a Method - Qualitative Research, Participant Observation & Ethnography

Week 8:
- Reading Assignment – Read by Monday, February 26: D/L, Chapter 7 (164-185); begin Rabinow's book
- Friday, March 2: Observing Gendered Behavior – Group Assignment tied to ESSAY 3
Week 9:
- Reading Assignment – Read by Monday, March 5: Rabinow, Reflections on Fieldwork in Morocco (entire book)
- Friday, March 9: Observing Gendered Behavior continued – Group Assignment, part II

************* MARCH 12-16 SPRING BREAK *************

WEEK 10: PHASE III OF THE RESEARCH PROCESS: Selecting a Method - Qualitative Research, Historical Research & Archival Investigations

Reading Assignment – Read by Monday, March 19: D/L, Chapter 8 (186-208); Haney chapters(eReserve)
Wednesday, March 21: ESSAY 3, ‘GENDERED BEHAVIOR', DUE

WEEKS 11-13: PHASE III OF THE RESEARCH PROCESS: Selecting a Method - Probability Sampling, Survey Design, and Statistical Analysis

Week 11: Probability Sampling Techniques & Survey Design
- Reading Assignment – Read by Monday, March 26: Rossi chapters(eReserve)
Week 12: Survey Design
- Reading Assignment – Read by Monday, April 2: D/L, Chapter 3 & 4(61-82; 83-115)
- Wednesday, April 4, Film: Frontline – SATs & what they measure
- Friday, March 30: FOURTH ESSAY DISTRIBUTED, REWORK SURVEY QUESTIONNAIRES OVER WEEKEND
Week 13: Statistical Analysis
- Peer-review Survey Questionnaires and Large Class Discussion of Question types
- Reading Assignment – Read by Wednesday, April 11: Yakubovich article (eReserve)

WEEK 14: PHASE III OF THE RESEARCH PROCESS: Selecting a Method - Experiment

Week 14: Experiment
- Reading Assignment – Read by Monday, April 16: D/L, Chapter 6 (148-163)

WEEK 15-16: PHASES I TO VII EXAMINED

Week 15: Compare Methods & Grant Search Strategies
- Monday, April 23: FOURTH ESSAY ASSIGNMENT DUE AND PEER-REVIEWED
- Wednesday, April 25: Review Methods and discuss Grant Search/Distribute Essay 5
- OVER WEEKEND: each student conducts on-line search for funding of his or her research topic
- Friday, April 27: AWAY ON CONFERENCE, NO CLASS HELD
Week 16: Share Research Process Conclusions
- Monday: each student must be prepared to share
- Monday to Wednesday: students share research topics (need the above 3 components)
- Friday: Optional Bonus Quiz – one opportunity to remove a 0 from a missed quiz or remove low score (only if score is higher in bonus quiz, of course). No penalty if quiz score is worse. STUDENTS MAY OPT TO MISS THIS LAST CLASS SESSION.

** FIFTH ESSAY ASSIGNMENT IS DUE BY
12:30 P.M., THURSDAY MAY 10, AT T.L.C. 147 **

NO LATE ASSIGNMENTS WILL BE ACCEPTED, EARLY SUBMISSIONS WELCOME

Leontina Hormel

Department of Sociology, Anthropology, & Justice Studies