SYA6305: Methods of Social Research I
Fall
2007
Class: Thursdays 3:00-6:00 p.m. in the
sociology
conference room (first class is in Black Hall 315)
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Instructor |
TA |
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Name: |
Monika
Ardelt, Ph.D. |
Rachel
Hallum |
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Office: |
3350
Turlington |
3305
Turlington |
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Phone: |
392-0251
ext. 247 |
(cell):
386-956-9231 |
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E-mail: |
Ardelt@soc.ufl.edu |
rhallum@ufl.edu |
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Office
Hours: |
T, Th
1:30-2:45 p.m. and by appointment |
T 1-2:30
p.m. and by appointment |
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WWW: |
http://web.clas.ufl.edu/users/ardelt/ |
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Course
Content
This course is primarily an introduction to
qualitative research methods. We will begin by briefly discussing the
goal,
purpose, ethic, and logic of social research, comparing quantitative
and
qualitative approaches. The remainder of the course is reserved for the
study
of qualitative research. We will discuss and practice qualitative data
collection, writing fieldnotes, qualitative interviewing, and the
analysis of
qualitative data. At the end of the course, you should be confident
enough to
initiate and conduct your own qualitative research project.
Required
Bernard, H.
Russell. 2000.
Social Research Methods.
Qualitative and Quantitative Approaches.
Emerson,
Robert M. 2001.
Contemporary Field Research. Perspectives and Formulations. 2nd
Lomand,
Turner C. 2007.
Social Science Research. A Cross Section of Journal Articles
for Discussion and Evaluation, 5th Edition.
Course
packet (abbreviated as “CP” in the
reading list) available at Target Copy (
Highly
Recommended
Esterberg,
Kristin G.
2002. Qualitative Methods in Social Research.
Ragin,
Charles C.
1994. Constructing Social Research,
Maimon,
Elaine P., Janice H. Peritz, and Kathleen Blake Yancey. 2007. A
Writer’s
Resource. A Handbook for Writing and Research. 2nd Edition.
Requirements
For each class, you will prepare one or
more
questions based on the assigned readings and write down possible
answers to
those questions or issues that should be considered when attempting to
answer
those questions. Questions and answers should be typed and
double-spaced and
should contain a heading that identifies the student and the reading(s)
that
inspired the question. Questions and “answers” should fill AT LEAST one
full
page (i.e., a minimum of 24 lines, Times
New Roman, 11 font). The questions should be asked in class to
stimulate class
discussions. Students who would like to receive feedback on the
questions and
answers should place them in my mailbox on the Wednesday before class
at noon.
The deadline for submission of the question and answers is the
end of the class for which the questions were written. (You
have to be present during the class to receive credit for the questions
and
answers).
Each set of questions and answers is worth
1
point for a total of 10% of your final grade. If you submit more than
10 sets
of questions and answers, you will earn 1 extra credit point that will
be added
to your final score. (However, you cannot submit more than one set of
questions
and answers after class.)
Attendance: Attendance of class is
required because non-attendance by several students at a time will
destroy the
dynamic of the class. Students who miss all or part of a class session
must e-mail
or hand in a written excuse for their
absence.
Term Paper: There will be one group
term paper that is due on November 29 during regular class time.
The term paper
will consist of qualitative fieldwork, qualitative interviews, and the
examination of one or more social groups. If you like to use the term
paper as
the basis of your thesis, you will need to get my permission and
individual
instructions to write an individual term
paper. Detailed instructions for the
group term paper can be found in the course packet.
Cheating: I define copying parts or
all of an author’s or another student’s work, allowing another student
to copy
parts or all of your work, or simply duplicating parts or all of your
fieldnotes, interview notes, interviews, analysis, or critique as
cheating.
WARNING: Students who are caught cheating
in
this way will fail the class immediately! If cheating occurs within a
research
group, all members of the group will be held accountable.
Exams: There are no exams in this
course.
Accommodations
for Students with Disabilities: Students requesting classroom
accommodation must
first register with the Dean of Students Office. The Dean of Students
Office
will provide documentation to the student who must then provide this
documentation to the Instructor when requesting accommodation.
Grading
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Requirement
Q & A for
class discussions IRB approval (Group) Term paper Appendix (Group) Presentation |
% of
Final Grade
10%
1%
3%
30%
46%
10% |
I will not grade on a curve, i.e. your
grade
will depend on your absolute performance, not your performance compared
to
other students.
The points that you will earn can be
translated
into letter-grades as follows:
|
90.0 - 100.0 = A |
70.0 - <77.5
= C |
Three
Tips for Staying Awake in Class (and make class more interesting to
you):
(1)
Ask questions. (2) If you feel yourself falling asleep, ask provocative
questions. Challenge your professor. (3) Read the assigned material
before
class to do (1) and (2).
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Date |
Topic |
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08/23 |
What is social research? |
Bernard: |
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08/30 |
Qualitative vs.
quantitative research |
Emerson: |
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09/06 |
Getting started: |
Bernard: pp. 66-70 & Ch. 9; |
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09/13 |
The process of social research: |
Emerson: pp. 134-149, Ch. 12,
pp. 295-306, Ch. 17; |
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09/20 |
Qualitative interviewing |
Bernard: |
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09/27 |
General characteristics of
qualitative research |
Emerson: pp. vii-x, Introduction,
pp. 113-116 & 123-131; Ch. 11; Ragin: |
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10/04 |
Theory in qualitative
research |
Emerson: pp. 27-53, Ch.
1-4 & 16; Esterberg: pp.12-22 |
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10/11 |
Direct and indirect
observation |
Bernard: pp.376-397 & 403-409 |
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10/18 |
Analysis of qualitative data |
Bernard: Ch. 11-13; Esterberg:
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10/25 |
The praxis of qualitative
field research: Issues of race/ethnicity, gender, and age |
Emerson: pp. 116-123, Ch. 6-10 |
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11/01 |
Practicing qualitative data
analysis: |
CP: Methods of Objective (or
Structural) Hermeneutics; Titscher et al.: Objective Hermeneutics; |
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11/08 |
General issues and problems
of qualitative research. Presenting and publishing qualitative research. |
Esterberg: |
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11/15 |
Discussion of published
qualitative research |
Lomand: Ch. 35-44; CP:
Shrum and Kilburn (see above) |
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11/22 |
THANKSGIVING |
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11/29 |
(Group) presentations of
research findings |
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