Sociology 247
Research Methods
Spring 2004

Professors Waring and Kuerban

Web page: http://www.lehman.cuny.edu/courses/sociology/soc247

Course Goals

This course provides you with an introduction to social research. Its most general goal is to teach you how to think like a researcher. More specifically, when you have successfully completed this course you will be skilled at:

• Translating social theory into appropriate research design.
• Using a variety of social research methods and understanding their strengths and weaknesses.
  
• Using the computer in social science research.
• Analyzing the ethical issues involved in social research.
• Presenting the results of social research clearly, accurately and cogently.
• Critically analyzing social research presented by others.
• Designing research projects.

Course Requirements

In order to achieve the course goals you will need to do reading, practice each of the research and analysis skills, and communicate--in writing and orally--with others (your colleagues in the class and the instructor). You will need to be a full participant in the class.

There are several specific types of course requirements.

• Every week there are a variety of readings in the textbooks (Babbie and Lofland and Lofland), on the world wide web, and from articles (available in Blackboard and online data bases). There is also one supplemental book related to your theme. You must do all of these readings and come to class prepared to discuss them. If I feel that people are not doing the readings it will be my option to institute weekly quizes on them and to adjust the calculation of grades accordingly.
  
• Each student will select from a list of themes a topic which will be the major focus for the semester. Many of the assignments and the research proposal will be related to this theme, so it is important to pick one which you will find interesting over the course of the semester. At several points during the semester you will meet as a group with the other students working on the same theme. Full participation and cooperation with this is expected. The assigned articles for your theme are available on Blackboard and from the data bases indicated. Most are also available at the reserve desk in the library.
  
• Almost every week there will be some type of assignment to hand in.
  These assignments will be due at the beginning of the class (for your last class of the week for 2 day a week classes) unless otherwise noted. You should always keep a copy of the assignment and keep all copies of graded assignments. The first assignment is due the second week. Assignments will be marked on a 1 to 3 scale. 3 will be awarded to outstanding assignments. You do not need to receive a 3 to receive full credit for an assignment. A grade of at least 2 is required to receive full credit. If they are handed in on time and graded 1 they may be revised until they meet the standards for a grade of 2. Revisions will be accepted until the last day of class. The assignments will count for 60 percent of the grade. Therefore, each assignment is worth 5 points. Successful completion of these assignments is essential to receiving a good grade in this class. Successful and timely completion of the assignments almost assures the receipt of a passing (C or better) grade in the course (assuming that other work is completed). Students who are missing one assignment cannot receive a grade higher than A-. Students who are missing two assignments cannot receive a grade higher than B+.

  Late assignments will not be accepted. In the case of a medical problem, please notify me as soon as possible and provide a written statement from a doctor or other health professional. If you must miss class bring the assignment to my mailbox in the sociology office.

  Assignments should be typed, double spaced unless otherwise noted. Word processing software and printers are available across the campus. Illegible assignments will not be graded. Declaring a paper illegible is at my complete discretion. Do not use report covers for assignments. Keep copies of all assignments, and of all graded assignments. Assignments may be submitted through Digital Drop Box (in BlackBoard) or as email attachments.

  You may discuss the assignments with fellow students, however, your work should be yours alone and written in your own words. This will be checked to assure that each person does his or her own homework. Failure to comply with this will result in grade reduction and possible referral to the Dean of Students for disciplinary action.

  Make sure that you pick up graded assignments promptly in order to assure that you have received passing grades on them. You should keep your assignments for use as study aids and to assure accurate record-keeping. If you do not pick up your assignments during the class period you can retrieve them from my office during office hours.
  

• Labs. Most weeks we will spend one of the class sessions in the computer lab. Participation in the lab is required. During each lab there will be a specific project or assignment which must be completed. This may involve working with other people. Unless otherwise noted, lab work must be handed in before leaving the lab. Lab assignments will be worth 10% of the course grade. You may miss one lab without penalty.
  
• Research Proposal. Each student will prepare a research proposal on a topic of his/her choice related to his or her theme . The proposal will count for a total of 30% of the grade in the course. Of this, 10% will be based on a full draft to be submitted one week before the end of the semester. The remaining 20% will be based on the final proposal. Failure to turn in a draft on time will result in a 0 for that portion of the grade. The graded draft must be returned with the final proposal. If the final proposal does not reflect additional work in response to comments, it will receive a 0.
  
  A detailed discussion of the proposal is included in the work book and on the web page. There is also a discussion of how to pick a research topic. The proposal should be typed. Word processing is available in the computer lab. The proposal is due on the scheduled exam day. Each student should submit a hard copy and an electronic copy (on a floppy or via Digital Drop Box on Blackboard). The proposal should be no more than 10 pages long; most people will find that their proposals will be between 8 and 10 pages in length, including abstract, table of contents, and references. There is no minimum number of pages. We will be working on specific elements of the proposal throughout the semester. Any proposal that differs in its general topic from the work done after the fourth week of the semester or its specific topic after the eighth week will receive a 0.
  
  
• On the scheduled exam day each student will do a brief piece of writing about his or her research proposal, make a brief presentation about his or her research proposal, and hand in the completed proposal. Failure to participate in this will result in a deduction of 5 points from the grade for the written proposal. Additional instructions about the presentation will be given later in the semester.
  
  Class participation, regular attendance in class (beyond completing the labs), participating in discussion using email and on the class discussion board, receiving grades of 3 on homework, or seeking help when you don't understand the material are not part of the regular grading scheme. However, they may be used to raise (or lower) grades that are near the boundary between two grades. Simply because of the nature of the materials and because of the lab requirements, you will not pass this class without attending most of the sessions.
  
• It is expected that you will appear for the class on time and that you will remain for the entire period. It is expected that you will not disrupt the class with conversations not related to the class. It is expected that if you are absent from class for more than 1 session in a row that you will provide an explanation for this. It is expected that you will act in a respectful manner to students who are having difficulty with material that you find easy. Failure to live up to these expectations may be used to lower grades that are near the boundary between two grades.
  
• The letter grade for the course follows a point system. Although I reserve the option to modify this, generally those with over 90 points will receive a grade in the A range, those with 80-89 points will receive a grade in the B range, those with 70-79 points will receive a grade in the C range, those with 60-69 points will receive a grade in the D range and those with 59 or fewer points will receive an F. Each homework assignment is worth approximately 5 points and each lab is worth slightly less than 1 point.
  
• Other requirements not directly involving grades
  
  • You will need a calculator at some points.
    
  • You will need floppy disks at several points. It may be most economical to purchase an entire box of disks at the beginning of the semester. Try to bring a floppy to every lab.
    
  • Each student will be expected to be an active user of email. You may use any email address as your primary address.

Books and Readings

The basic texts are:

• Earl Babbie The Basics of Social Research which most students should already own from Sociology 246. Used copies of any edition of this or The Practice of Social Research are fine.
• John Lofland and Lyn H. Lofland Analyzing Social Settings

  In addition:

• Each student should also obtain the field research book for her or his theme.
• All students should use the course materials on the worldwide web weekly.
• All students read their theme articles, available on reserve at the library.
  
• Optional: The Sociology Writing Group A Guide to Writing Sociology Papers

Theme topics

Each student will select one theme from the list below. This theme will determine some of the readings (including which supplemental book to buy). Several of the assignments will be related to the theme, and at some points those working on the same theme will work together in class. They may also wish to meet outside of class.

2003-2004 Themes

• Work and Families
• Sociology of Religion
• Sociology of Age and Aging
• Schools and Education
• Immigration
• Sociology of Medicine and Health Care

To find resurces on your theme area electronically you can use the library home page . Make sure to look at the CD-Roms and various internet searching methods such as Google and Alta Vista; there are links available on the library home page.

Combined Theme Reading Lists

When using online versions, whenever possible you should use the "full page image." The articles are all available on line through Blackboard (under course documents) or through the Electronic Resources page of the Lehman Library. The specific database in which each article is available is given below.

Schools and Education

1. Content Analysis: Evans, Lorraine and Kimberley Davies. "No Sissy Boys Here: A Content Analysis of the Representation of Masculinity in Elementary school Reading Text Books." Sex Roles 42: 255-270. (Social Science Plus Text)
2. Survey: Gutman, Leslie Morrison and Carol Midgley. 2000. "The Role of Protective Factors in Supporting the Academic Achievement of Poor African American Students During the Middle School Transition." Journal of Youth and Adolescence 29: 223-248. (Social Science Plus Text)
3. Field Research: Lopez, Nancy. 2002. Hopeful Girls, Troubled Boys. New York: Routledge.
4. Evaluation Research: Stevahn, Laurie, David Johnson, Roger Johnson, and Ray Schultz. 2002. "Effects of Conflict Resolution Training Integrated into a High School Social Studies Curriculum. The Journal of Social Psychology 142, 305-331. (Social Science Plus Text)

Work and Families

1. Content Analysis: LaRossa, Ralph, Charles Jaret, Malati Gadgil, and G. Robert Wynn. 2000. The Changing Culture of Fatherhood in Comic-Strip Families: A Six-Decade Analysis. Journal of Marriage and the Family 62, 375-387. (Social Science Plus Text ) ( Ebsco Academic Search Premier )
2. Survey: Gianakos, Irene. 2000. "Gender Roles and Coping with Work Stress." Sex Roles 42: 1059-1079. (Social Science Plus Text)
3. Field Research: Garey, Anita IIlta. 1999. Weaving Work and Motherhood. Philadelphia: Temple University Press.
4. Evaluation: Hawkins, Alan J., Toni-Ann Roberts, Shawn L. Christiansen, and Christina M. Marshall. 1994. "An Evaluation of a Program to Help Dual-Earner Couples Share the Second Shift." Family Relations 43: 213-220.(Ebsco Academic Search Premiere)

Sociology of Relgion

1. Content Analysis: Kerr, Peter A. and Patricia Moy. 2002. "Newspaper Coverage of Fundamentalist Christians, 1980-2000." Journalism and Mass Communication Quarterly 79: 54-72. ( Social Science Plus Text )
2. Survey: McDuff, Elaine. 2001. " The Gender Paradox in Work Satisfaction and the Protestant Clergy." Sociology of Religion 62:1-21. ( Social Science Plus Text )
3. Field Research: Zuckerman, Phil. 1999. Strife in the Sanctuary. Lanham, MD: Altamira Press.
4. Evaluation: Markens, Susan, Sarah Fox, Bonnie Taub, and Mary Lou Gilbert. 2002. "Role of Black Churches in Health Promotion Programs: Lessons from the Los Angeles Mammography Promotion in Churches Program." American Journal of Public Health 92: 805-810. (Ebsco Academic Search Premier)

Immigration

1. Content Analysis: Menjívar, Cecilia and Sang H. Kil. 2002. "For Their Own Good: Benevolent Rhetoric and Exclusionary Language in Public Officials' Discourse on Immigrant-Related Issues." Social Justice 29: 160-176. ( Social Science Plus Text )
2. Survey: Portes, Alejandro, Luis Eduardo Gaurnizo, and William J. Haller. 2002. "Transnational Entreprueners: An Alternative Form of Immigrant Economic Adaptation." American Sociological Review 67: 278-298. (Social Science Plus Text)
3. Field Research: Hondagneu-Sotelo, Pierrette. 2001. Domestica: Immigrant Workers Cleaning and Caringin the Shadows of Affluence.Berkley: University of California Press.
4. Evaluation: Sargent, Paul, Charles Hohm, and Robert Moser. 1999. "A Qualitative Comparision of the Effectiveness of Public and Private Refugee Resettlement Programs: The San Diego Case." Sociological Perspectives 42: 403-421. Also recommended: Hohm, Charles, Paul Sargent, and Robert Moser. 1999. "A Quantitative Comparision of the Effectiveness of Public and Private Refugee Resettlement Programs: An Evaluation of the San Diego Wilson Fish Demonstration Project." Sociological Perspectives 42: 755-563. (Ebsco Academic Search Premier(Full text may not be available here.))

Sociology of Age and Aging

1. Content Analysis: Roberts, Scott and Nan Zhou. 1997. "The 50 and Older Characters in the Advertisements of Modern Maturity: Growing Older, Getting Better?" Journal of Applied Gerontology 16: 208-220. (Social Science Plus Text)
2. Survey: Fry, P. S. 2001. "Predictors of Health-related Quality of life Perspectives, Self-esteem, and Life Satisfactions of Older Adults Following Spousal Loss: An 18-month Follow-up Study of Widows and Widowers." The Gerontologist 41: 787-798. (Social Science Plus Text)
3. Field Research: Freidenberg, Judith. 2000. Growing Old in El Barrio New York: New York University Press.
4. Evaluation: Linsk, N., Howe, M. & E Pinkston. 1975. "Behavioral Group Work in a Home for the Aged." Social Work 20: 454-463. (Ebsco Academic Search Premier)

Sociology of Medicine and Health Care

1. Content Analysis: Chory-Assad, Rebecca M. and Ron Tamborini, Ron. 2001. "Television Doctors: An Analysis of Physicians in Fictional and Non-fictional Television Programs" Journal of Broadcasting & Electronic Media 45: 499-521. (Social Science Plus Text)
2. Survey: Hoff, Timothy, Winthrop F. Whitcomb, and John R. Nelson. 2002. "Thriving and Surviving in a New Medical Career: The Case of Hospitalist Physicians." Journal of Health and Social Behavior 43: 72-91. (Social Science Plus Text)
3. Field Research: Guo, Zibin. 2000. Ginseng and Aspirin: Helath Car Alternatives for Aging Chinese in New York. Ithaca: New York.
4. Evaluation: Roger H. Secker-Walker, Brian S. Flynn, and Laura J. Solomon. 2000. "Helping Women Quit Smoking: Results of a Community Intervention Program." American Journal of Public Health 90: 940-946. (Social Science Plus text)
   

How to study for this class

The best strategy for doing well in this class is to keep up with the work (readings and assignments) week by week. If you do this not only will you receive full credit for the homework, you will also do better on the research proposal. My experience with the class has showed me that people who do well on the homework do well on the the other work, and this is not just due to the fact that some people always do well on everything. Doing well on the homework is a function of how much time you spend on the class week by week. So is doing well on the proposal. We have homework every week because this is the best way to insure that everyone learns the material. You learn and retain much more by doing than by either listening or reading alone.

At the end of each week, review the goals listed for the week (on the web) and make sure you have achieved them. If you have not, review the materials for the week (the readings, your class notes, the assignments). The goals for each chapter build on each other; if you fall behind during one week it will hurt you in later weeks. At the end of each chapter the main points are summarized. There are many of these, too many to master the last few weeks of the semester when you are preparing the proposal. In Babbie the main points are summarized at the end of each chapter. Make sure you master these as you finish each chapter. Not only will they assure that you understand the materials week by week, there are simply too many to learn while preparing the research proposal. The proposal requires you to use and apply these sometimes quite complex concepts correctly.

Use the resources that are available to you. Many of the materials available through the world wide web version of the syllabus are there because they deal with the topics that are covered in class directly. Others are there because they are interesting or they go into more depth on the same topics. Look at them and use them to further your understanding.

If you are having problems with the materials do not put off addressing them. The ideas covered in this class are quite complex. See me during office hours or send me an email if you are having problems.

Class Schedule

Check the Web Resources every week; they will be very helpful in getting your work done and building understanding of the material.

Week 1	Week 2	Week 3	Week 4	Week 5	Week 6	Week 7
Week 8	Week 9	Week 10	Week 11	Week 12	Week 13	Week 14

• Monitor your email and Blackboard for changes.
• All reading should be completed prior to the classes in a week.
• Babbie refers to The Basics of Social Research.
• The lab for a week will be done in class that week.
• The Assignment for a week is due the following week.