SOCI2030

Sociological Research Methods

1 of 8

YORK UNIVERSITY DEPARTMENT OF SOCIOLOGY SOCI 2030 SOCIOLOGICAL RESEARCH METHODS Instructor: Glenn Stalker, Ph.D. Office Hours: By appointment Office: TEL 5056 E-mail: gstalker@yorku.ca Ph: 416.736.5061 Ext. 22556 Semester: 2030 6.00 FW Lectures: Th. 2:30 Location: CLH C Required Text: Neuman, W. Lawrence and Robson, Karen. (2012). Basics of social research: Qualitative th and quantitative approaches (2 Canadian edition.). Toronto: Pearson Canada. The course text is available for purchase at the bookstore. Additional readings may be made available through the reference desk of the library or published on the course website in .pdf format.

Calendar Description An introduction to how sociological knowledge is attainable both in principle and in practice. Sociologically grounded research problems and techniques are presented. Both quantitative and qualitative approaches and practices are discussed as well as ethical questions. I Introduction This course will introduce students to the concepts and methods of sociological research. The development of theoretical knowledge and practical skills will ensure that students can become both active producers and consumers of social science research. Throughout the material, students will learn to critically assess research design, select the most appropriate methods to answer specific research questions, and interpret research findings. Course Goals:
1. 2. To understand the steps involved in quantitative and qualitative research design Develop an appreciation for social science methods and their appropriate applications and limitations To appreciate the difference between qualitative and quantitative methods and when they are best used and / or combined To understand how social science knowledge differs from other ways of knowing To learn how to plan a research design 6. To develop an understanding of how to measure social phenomenon 7. To develop an understanding of how to collect data 8. To learn the skills of data interpretation 9. To understand how to employ social science methods to evaluate programs and improve policy 10. To improve your ability to consume and critique social science findings 11. To provide a foundation of knowledge and skills necessary to become an independent

3.

4. 5.

SOCI2030

Sociological Research Methods

2 of 8

researcher as needed in further study and / or professional practice

Course Evaluation Summary: Test One Test Two Test Three Class Attendance Participation:

30 percent 35 percent 20 percent 15 percent

Research Design This course is foremost about making appropriate decisions. At each stage in the research design process, a researcher is confronted with manifold decisions. Often the best decision is not readily evident and the seasoned researcher relies on professional experience, feedback from informed colleagues, and the body of academic literature that has previously addressed his or her research question. Being knowledgeable and informed gives one confidence when making research design decisions and helps to avoid pitfalls that could undermine the quality of research findings. Students will learn the steps in this process. This begins by first stating a research question that addresses a theoretical or empirical need within an existing research literature. Specific strategies are then used to measure the social phenomenon of interest, collect and then analyze data. Quantitative and Qualitative Methods The course addresses both quantitative and qualitative methods of data collection and analysis. Quantitative methods are particularly useful when data has been collected using surveys from a population that has been systematically sampled. Quantitative methods help us to summarize data and produce findings from a large data source. Qualitative methodologies include many techniques of data collection and analysis (including participant observation, case, studies, focus groups, content analysis, historical analysis, inductive approaches to theory construction, nonobtrusive measures, ethnomethodology, and the analysis of discourse and texts) that are particularly useful when the purpose of research is to produce a meaningful representation of a social phenomenon. Qualitative researchers work to identify themes, belief systems, social constructions, symbolic representations and the processes that give social phenomenon meaning. Qualitative research may also identify how social power shapes systems of meaning in the social world and how these meanings may be resisted and change over time. Qualitative and Quantitative technique are incredibly useful modes of investigation and methods from both approaches can be utilized, either within the same research project or by researchers in a shared substantive area, to provide a more robust account of a social phenomenon. The course instruction will emphasize the research conditions under which application of qualitative and quantitative methods is both appropriate and desirable. Dont Fear the Numbers Descriptive statistics will be introduced in the course. The course, however, is not math intensive and students should not be intimidated as emphasis is place on the appropriate interpretation of statistical output, including correctly identifying the limitations and misuses of statistics and the quality of the data. Your high-school preparation in maths will have prepared you sufficiently and concepts and mathematical functions that escape us all from time to time will be reviewed. Becoming a Consumer of Research and Published Data Knowledge of the strengths, limitations, and appropriate application of research methods are critical skills that provide a foundation for further graduate study, while additionally having application in business and government. Most importantly, however, the study of research methods will prepare you to be a consumer of research findings. This course will provide you the

SOCI2030

Sociological Research Methods

3 of 8

skills to critically evaluate published and publicized research and you will learn to distinguish between findings that have met high standards of research with findings that are unwarranted given the limitations present in the studys research design. Effective Written Communication Clear, effective, and concise written communication is a skill that must be developed throughout your tenure as an undergraduate. A number of resources are available that specifically help students write more effectively by improving the structure and expression of their ideas and the content of their papers. It is not expected that your writing will be flawless. It is best to view writing as a process that requires the feedback of your peers and instructors and an acknowledgement that improvement is incremental. When necessary, students should take advantage of writing workshops organized either through their faculty or student development resource centre. The following guide is recommended and should be consulted prior to writing assignments and papers: Northey, M., Tepperman L. & Russell J. (2002). Making sense: A students guide to research nd and writing in the social sciences. (2 ed.). Don Mills, ON: Oxford University Press. Taking active steps to improve your writing is an investment that will serve you well throughout your education and into your career. II Course Policies Attendance and Participation Students are expected to attend all scheduled classes and labs. Lecture material has been designed to complement required readings with content not assigned and students will be responsible for both the content of lectures and required readings when evaluated. Specially prepared projected material and / or class handouts not duplicated in the required readings will be utilized throughout the course. It is in class that the most complex and abstract concepts will be reviewed. Your success in the course depends highly on your ability to integrate reading and lecture material and lectures will assist you in this challenge. Students should not expect, nor will lecture material used by the instructor, be reproduced for students missing class. Slides will be posted after class. Slides posted on the course site are designed as a guide to lectures and do not provide content. Participation marks are allocated based on completion of in-class activities and group learning and contributions to the class not simply attending. Email The professor and tutorial instructors do not and cannot always respond immediately to email messages. Every effort will be made to respond to email within 48 hours, though this sometimes may not be possible in every instance, especially when conference or professional travel makes communication challenging. Students will be warned when and if the instructor will be in transit and how to best reach the instructor in those circumstances. Students are reminded that email has the tendency to sharpen language and can easily convey rudeness or inappropriate expectations that were not intended to be communicated. Always exercise appropriate respect when communicating via e-mail or when in person. Computer problems In the past students have had problems with computers. Make sure that your assignment is done and printed at least 24 hours prior to the due date to avoid the stress of having to search for a

SOCI2030

Sociological Research Methods

4 of 8

new printer or a non-corrupted floppy disk (make multiple copies). Computer glitches will never be an acceptable excuse for an extension as it is expected that assignments will have been printed 24hours in advance for on time submission to tutorial leaders. Remarking Review your grade and suggested comments carefully. If you think that your assignment was graded incorrectly, you may appeal by submitting first to your Teaching Assistant (in courses with TAs, otherwise to the course director) a one page single-spaced typed response. The explanation should refer to the specific work directly and not to any other assignment or issue that is not related to your work. Students have two weeks from the time they receive their work to submit the response to the course coordinator. The course coordinator will not respond to any emotional appeals for consideration. Only the quality of the work will be reviewed and the assigned grade may increase, decrease or remain the same. Submission of Assignments (depending on course design) Instructions for submission of assignments should be observed to ensure late penalties are not incurred. Assignments are to be submitted to the instructor or tutorial leader as indicated in the assignment directions. Assignments submitted either under the instructors door, to the departmental administrative assistant, electronically, or by any other means not specified in the assignment sheet with receive a zero grade. Under no circumstances will assignments handed into the departmental administrative assistant be accepted. All submitted work must contain the students name and ID number, assignment identification, and the lab instructors name. Late submission Grades will be deducted five percent per day. Those who seek extensions because of illness must submit an 'Attending Physician Statement' form: http://www.registrar.yorku.ca/pdf/petitions/attending_physician_statement.pdf

All students are expected to familiarize themselves with the following information, available on the Senate Committee on Curriculum & Academic Standards webpage (see Reports, Initiatives, Documents) Yorks Academic Honesty Policy and Procedures/Academic Integrity Website Ethics Review Process for research involving human participants Course requirement accommodation for students with disabilities, including physical, medical, systemic, learning and psychiatric disabilities Student Conduct Standards Instructor's Expectations for This Course 1) Students will attend and positively contribute to all classes. 2) Students will not engage in disruptive behaviors (e.g., arriving late, leaving early, and conversing while others are speaking). 3) Students will be prepared for class. 4) Students will share in the learning process. 5) Diversity will be respected.

SOCI2030

Sociological Research Methods

5 of 8

Things to Keep in Mind for each Class 1. Sit in the back of the class or along the sides of the room if you will be using a laptop within class. Many students report that laptop screens are distracting. 2. If you need to leave class early, then please sit near the back of the room. This will ensure that fellow students and the instructor are not disrupted. 3. Please be respectful and attentive when other students are contributing to the class.
III Tests and Assignments Policy Policy Regarding Tests/Examinations Quizzes, mid-term examinations, and final examinations not scheduled during the regular examination period will be administered on the dates indicated in the course outline. In special medical circumstances the onus is on the student to provide documentation substantiating the reasons for not writing the examination or quiz on the scheduled date. Students with acceptable documentation must contact the instructor no later than 48 hours after the scheduled date to make alternative arrangements. Only an 'Attending Physician Statement' or death certificate as appropriate will qualify one to write an alternative essay assignment. Generally, this will consist of a 15 page essay utilizing at least 10 library sources in addition to the course material on a topic assigned. Students without acceptable documentation or those who contact the instructor after the 48-hour deadline will be given a mark of 0 for the quiz or examination. Tests are generally not cumulative, though subsequent concepts and knowledge learned will build on your understanding of previous material. Assignments Those who seek extensions because of illness must submit an 'Attending Physician Statement' form: http://www.registrar.yorku.ca/pdf/petitions/attending_physician_statement.pdf Students who do not inform their TA or course instructor of illness in advance of the deadline will not be entitled to an extension IV Tutorials (depending on course format) Teaching assistants for this course have a great deal of experience instructing and assisting university levels courses. I have every confidence that they will improve your experience learning the material and enjoyment of the course. Please be courteous is all interactions with the TAs. Ensure that you attend tutorials prepared and willing to contribute to group discussions and activities. Doing so will ensure that you get the most out of the experience. Please see your teaching assistant first to resolve any issue that may be impacting your learning. IV Plagiarism and Academic Misconduct Academic integrity is a core value of the academic mission of York University, defined as the pursuit of knowledge and scholarship through the provision of academic programs and a learning environment of the highest quality. It is in the interest of the Universitys academic mission that every student adheres to the highest standards of scholarly integrity. As such, academic dishonesty is taken very seriously and will not be tolerated. Academic dishonesty, defined as academic misconduct, consists of misrepresentation by deception or by other fraudulent means and can result in serious consequences, e.g. lower grade

SOCI2030

Sociological Research Methods

6 of 8

or failure on the assignment or examination, failure in the course, suspension from the University for a definite period, notation on the students official transcript, or withholding or rescinding a York University degree or certificate. It is your responsibility to understand what constitutes academic misconduct. For information on the various kinds of academic dishonesty please refer to the York Senate Policy on Academic Honesty: http://www.yorku.ca/univsec/policies/document.php?document=69 Consult Senate Policy Section 2 for detailed descriptions of academic dishonesty. The following illustrates only four examples of academic dishonesty: 1. Plagiarism: Defined as presenting work done (in whole or part) by someone else as if it were ones own, or for which other credit has been obtained e.g., using direct quotations or large sections of paraphrased material without acknowledgment; 2. Improper Collaboration, e.g., copying from another student, or making information available to other students knowing that this is to be submitted as the borrowers own work; 3. Impersonation, copying or using unauthorized aids in tests and examinations; and 4. Obtaining medical or other certificates under false pretenses. V University Assignment of Grades A+ (90-100%) = 9 (York's point system value) Exceptional: Thorough knowledge of concepts and/or techniques and exceptional skill or great originality in the use of those concepts/techniques in satisfying the requirements of an assignment (or course). A (80-89%) = 8 (York's point system value) Excellent: Thorough knowledge of concepts and/or techniques together with a high degree of skill and/or some elements of originality in satisfying the requirements of an assignment (or course). B+ (75-79.99%) = 7 (York's point system value) Very Good: Thorough knowledge of concepts and/or techniques together with a fairly high degree of skill in the use of those concepts/techniques in satisfying the requirements of an assignment (or course). B (70-74.99%) = 6 (York's point system value) Good: Good level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy the requirements of an assignment (or course). C+ (65-69.99%) = 5 (York's point system value) Competent: Acceptable level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy requirements of an assignment (or course). C (60-64.99%) = 4 (York's point system value) Fairly Competent: Acceptable level of knowledge of concepts and/or techniques together with some skill in using them to satisfy the requirements of an assignment D+ (55-59.99%) = 3 (York's point system value) Passing: Slightly better than minimal knowledge of required concepts and/or techniques together with some ability to use them in satisfying the requirements of an assignment (or course). D (50-54.99%) = 2 (York's point system value) Barely Passing: Minimum knowledge of concepts and/or techniques needed to satisfy the requirements of an assignment (or course).

SOCI2030

Sociological Research Methods

7 of 8

E (40-49.99%) = 1 (York's point system value) Marginally Failing F (0-39.99%) = 0 (York's point system value) Failing Final course grades are released through the Faculty of Arts registrar.

SOCI2030

Sociological Research Methods

8 of 8

V Schedule of Lectures - Subject to instructor revision Dates of Topics are Approximate Order of Readings and or topics subject to change Date Sept 6 Sept 13 Sept 20 Sept 27 Oct 4 Oct 11 Oct 18 Oct 25 Nov 1 Nov 8 Nov 15 Nov 22 Topic of Lecture Intro. to science and research Theory & research Literature Reviews Ethics Research Design Research Design Test Review Co Currricular Day No Class Test One Measurement I Measurement II Sampling I Sampling II December Break Survey research Quantitative data collection & analysis: Central tendency & dispersion Inferential stats Quantitative Methods Content analysis Test Review Reading Week - No Class Test Two Qualitative data collection & analysis: Interviewing Field research: Ethnography Observation Field research: Ethnography Observation Non-Reactive Qualitative Research Historical-comparative research Analyzing qualitative data Final Test Workshop Test Three Readings Ch. 1 Ch. 2 Ch. 2 cont Ch. 4 Ch. 3, 5 Ch. 5 cont

Ch. 6 Ch. 6 cont Ch. 7 Ch. 7 cont Ch. 8 Ch. 11

Nov 29 Jan 10 Jan 17 Jan 24 Jan 31 Feb 7 Feb 14 Feb 21 Feb 28 Mar 7

Ch. 10

Ch. 12 Ch. 13

Mar 14

Ch. 13 cont Ch. 13 Ch. 14 Ch. 15

Mar 21 Mar 28 Apr 4