UNAS2254/SOCY2254/AADS2248 Community Research Seminar
Fall 2015, Gasson 201
Tuesdays and Thursdays 10:30-11:45 a.m.
Dr. Deborah Piatelli
Faculty in Residence, Thea Bowman
AHANA and Intercultural Center
millerdp@bc.edu
Office hours: Tuesdays/Thursdays 4:30 p.m.-5:30 p.m.
McGuinn 425
Mr. Andy Petigny
Associate Director, Thea Bowman AHANA and Intercultural Center
petigny@bc.edu
Ms. Tiffany House
Graduate Assistant, Thea Bowman AHANA and Intercultural Center
tiffany.house@bc.edu
Description of Seminar
The Community Research Program is a two-semester seminar that offers leadership, research, and
public social policy training for students interested in working with communities of color in
Massachusetts. In the Fall 3-credit seminar, students will spend time observing work of a
community provider, and begin to design a research proposal for the Spring semester research
project. In the Spring, students will register for a 3-credit independent study with a faculty
advisor, conduct their research project, and attend the 1-credit community research seminar once
a week (same time on Thursdays). Students may also have the opportunity to present their
research findings in a public forum.
During the Fall semester, we will discuss the paradigm of ‘community-based’ research, the role
of the literature review in defining a research question, different research methods and
methodologies, as well as the considerations a researcher must make when ‘inviting themselves’
into the lives of the research participants. We will discuss issues such as informed consent,
confidentiality, and the importance of establishing trust and rapport in producing ethical, valid
research. In order to foster greater focus about one’s research question, the seminar will also
include a Lecture Series where academic researchers and community professionals will come and
discuss their current work and experiences on issues related to the four research-interest
communities.
Note: This course counts towards the university’s cultural diversity requirement.
Course Objectives for Fall Semester
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Gain an understanding of the uniqueness of community-based research in comparison
to other forms of research
Build upon your knowledge of the issues affecting communities of color and those
organizations working for social change
Acquire field observation, interviewing, analytic reading, and writing skills
Learn the important components in designing a research proposal and conducting a
study to include how to conduct a thorough literature review
Develop an understanding of the various methodological tools available to
researchers and be able to choose methods appropriate for particular research questions
1 Reference Books on Reserve (particularly as you construct your proposal)
Galvan, Jose L. (2013). Writing literature reviews: A guide for students of the social and
behavioral sciences, fifth edition. CA: Pyrczak Publishing.
Hesse-Biber, Sharlene and Patricia Leavy. (2011). The practice of qualitative research, second
edition. Thousand Oaks, CA: Sage Publications.
Neuman, Lawrence W. (2009). Social research methods: Qualitative and quantitative
approaches, seventh edition. Boston, MA: Allyn and Bacon.
Seminar Requirements for Fall Semester
Participation: In Class (10% of your grade); One-on-Ones with Graduate Assistant (5% of your
grade)
Much of the learning will take place in the classroom through participation in class discussions. It
is expected that you will come to class prepared to discuss the readings, assignments, and ask
questions of the speakers. Hence, absences and lateness will be noted as this has an effect on
group participation and learning. More than three unexcused absences will result in points
deducted from your class participation grade.
Additionally, you are to meet individually with your graduate assistant (GA) on a regular basis
(recommend you meet every other week) to discuss your progress with your research project
design as well as reflections on the seminar. You will also schedule a meeting with Prof. Piatelli
mid-semester to discuss your research project and progress in securing a faculty advisor for
Spring semester.
Lastly, signed faculty advisor agreement forms (on Canvas) will be due the last day of class,
Tuesday, December 8th. If you have not secured a faculty advisor by the end of Fall
semester, five points will be deducted from your final grade.
Reflection Papers (20% of your grade)
DUE: One week after date of speaker*
Over the course of the semester, short informal written assignments on the speakers and readings
will be required (approximately seven). For these papers, you should compose a narrative of a
maximum of three double spaced pages in discussing your reactions to the ideas presented by the
speakers, readings, and the subsequent class discussion as well as how the class session informed
your thinking about your research topic. A guideline for these papers can be found on Canvas.
*Your GA will remind you of the due dates for these papers through “Announcements” in
Canvas. Please submit your paper through Canvas on the due date. Comments/grades on
these papers will be done within Canvas; however we will not utilize the “Grade Sheet” in
Canvas for this course. If you miss class during a speaker session, you will receive a zero for
the reflection paper grade.
2 Field Experience (15% of your grade)
DUE: Thursday, October 22
You will conduct an interview with a member of an off-campus community provider or research
institution that works with communities of color in the local area. You will be asked to initiate
contact early on in the semester. (Information on resources will be provided by your GA during
your one-on-one meetings and are available on Canvas.) During this visit, you will be asked to
gain insights into the organization’s purposes, activities, and goals, and reflect upon these in a
detailed field report. You will also assess the feasibility of conducting your second semester
research project at this field site. Your GA will assist you in contacting the field site and
developing your interview guide. A guideline for this assignment can be found on Canvas.
Please email this paper to Prof. Piatelli before class time on the date due.
Literature Review and Methodological Plan/Draft IRB application (45% of your grade)
Your primary focus this semester is to identify a researchable question for your Spring semester
research project. An important piece of this process is producing a comprehensive literature
review that frames your research question and lays the foundation for developing your
methodology for your research study. The final paper is due by 5 p.m. on Thursday, December
10th. Below are several, checkpoint, ungraded assignments to assist you in completing a quality
piece of work. Only the final paper will be graded. Guidelines for these assignments can be found
on Canvas.
*Choose a topic of interest
*Complete initial literature search
*Complete IRB ethics certificate
*Complete expanded literature search (at least 3 sources)
*Submit a draft of your literature review and
methodological plan
*Submit the final paper and draft IRB application
DUE: Thurs., Sep. 24
DUE: Thurs., Oct. 8
DUE: Thurs., Oct. 22
DUE: Thurs., Oct. 29
DUE: Thurs., Nov. 19
DUE: Thurs., Dec. 10
Please email all papers to Prof. Piatelli before class time on the date due (except the last
paper which is due at 5 p.m.). Note, you have the opportunity to obtain 5 points extra credit
if you submit ALL optional IRB materials. We will discuss these optional materials in class.
Powerpoint Presentation of your Final Research Proposal (5% of your grade)
You will be asked to present your final paper at the end of the semester in the form of a
Powerpoint presentation. You should also attend all presentations, and provide constructive
feedback for your classmates on their work through the presentation evaluation form (you will be
provided a weblink for this purpose during the class sessions). A guideline and samples of
presentations are on Canvas.
Grading scale and late work: 95-100 (A); 90-94 (A-); 87-89 (B+); 84-86 (B); 80-83 (B-); 77-79
(C+); 74-76 (C); 70-73 (C-), etc. In order to best support your progress with your research project
and evaluate Prof. Piatelli’s effectiveness in the classroom, it is imperative that you submit your
work on time. If you have extenuating circumstances that will prevent you from doing so, you
must come see Prof. Piatelli BEFORE the due date to discuss a possible extension; otherwise you
will lose 5 points each day the assignment is late. This applies to reflection papers as well.
3 Students Requiring Accommodations
If you have a learning disability and are requesting accommodations for this course, please
register with Dr. Kathy Duggan (dugganka@bc.edu), Associate Director, Connors Family
Learning Center. For other types of disabilities, register with Ms. Paulette Durrett
(paulette.durrett@bc.edu), Assistant Dean for Students with Disabilities. Advance notice and
appropriate documentation are required for all accommodations.
Academic Integrity
All students are expected to understand the university’s policy about academic integrity. It can be
found at www.bc.edu/offices/stserv/academic/integrity.html. Any violations of this policy will
result in penalties prescribed by the university. A list of writing resources to assist you in citing
sources is available from the library and can be found at
http://www.bc.edu/libraries/help/citation/formatting.html.
4 Seminar Schedule
Tuesday, September 1
Orientation to the seminar
Thursday, September 3
Community-based research paradigm
Required Readings:
*Strand, Kerry, et.al. (2003). Origins and principles of community-based research. In
Community-based research and higher education: Principles and practices (pp.
1-15).San Francisco, CA: Jossey-Bass. COURSE RESERVES
*Strand, Kerry, et.al. (2003). Why do community-based research. In Community-based
research and higher education: Principles and practices (pp. 16-42).San
Francisco, CA: Jossey-Bass. COURSE RESERVES
Tuesday, September 8
Community-based research and public policy
Required Readings:
*Dodson, Lisa and Randy Albeda. (2012). How youth are put at risk by parents’ low-wage jobs.
Center for Social Policy, University of Massachusetts Boston. [Example of research
aimed at large policy change.] CANVAS
*Goldman, Paula. (undated). Lessons learned from troubled teens: Reflections on the value of
community-based research in reaching out to at-risk youth. [An undergraduate
reflection on how research can inform local community policy.] CANVAS
Optional Readings: ALL ON CANVAS
*Boston Redevelopment Authority. New Bostonians 2013-2014.
*National Council of Asian Pacific Americans. (2012). National policy platform.
*National Hispanic Leadership Agenda. (2012). Hispanic public policy agenda.
*The White House. (2014). Native youth report.
*Urban League of Eastern Massachusetts. (2011). State of Black Boston: Executive summary.
5 Thursday, September 10
Social inequality and the intersection of race and class
Required Readings:
*Ramirez, A.Y. Fred. (2003). Dismay and disappointment: Parental involvement of
Latino immigrant parents. The Urban Review, 35(2), 93-110. COURSE
RESERVES
*Wilson, William Julius. (2009). Structural and cultural forces that contribute to racial
inequality. In More than just race (pp. 1-24). New York: W.W. Norton &
Company. COURSE RESERVES
Tuesday, September 15
(continued)
**NOTE: Speakers are in the process of being scheduled. Therefore, topics and associated
readings may shift, but you will be given advanced notice.**
Thursday, September 17
Speaker Session 1: Immigration, Deportation, Human and Civil Rights
Required Readings:
*Human Rights Strengthen Migration Policy Framework (2005, March 1). Migration
Policy Institute. CANVAS
Please choose one reading from below and discuss in your reflection paper.
*Arya, Neelum & Rolnick, Addie. (2009). A tangled web of justice: American Indian
and Alaska Native youth in federal, state, and tribal justice systems. Campaign
for Youth Justice Policy Brief, 5, 1-25. CANVAS
*Hagan, Jacqueline Maria, Nestor Rodriguez & Brianna Castro. (2011). Social effects
of mass deportations by the U.S. government, 2000-10. Ethnic and Racial
Studies, 35(8), 1374-1291. COURSE RESERVES
*Kang, Stephanie. (2012). A rose by any other name: The chilling effect of ICE’s
secure communities program. Hastings Race & Poverty Law Journal, Winter,
83-108. COURSE RESERVES
*Tang, Shirley S. (2010) Diasporic cultural citizenship: Negotiate and create places and
identities in their refugee migration and deportation experiences. Trotter Review,
19(1), 4-21. CANVAS
6 Tuesday, September 22
Speaker Session #2: Select Issues Facing Youth
Required Readings:
Please choose one reading from below and discuss in your reflection paper.
*Lee, Tiffany S. (2009). Language, identity and power: Navajo and Pueblo young
adults’ perpectives and experiences with competing language ideologies.
Journal of Language, Identity and Education, 8, 307-320. COURSE RESERVES
*McIntyre, Alice. (2000). Constructing meaning about violence, school and community:
Participatory action research with urban youth. The Urban Review, 32(2), 123154. COURSE RESERVES
*Shetgiri, Rashmi, et. al. (2009). Risk and resilience in Latinos: A community-based
participatory research study. American Journal of Preventive Medicine, 37(6),
217-224. COURSE RESERVES
*Wong, Nga-Wing Anjela. (2010). Cuz they care about the people who goes there: The
multiple roles of a community-based youth center in providing youth community
for low-income Chinese American youth. Urban Education, 45(5), 708-739. COURSE
RESERVES
Thursday, September 24
The research process and the literature review
Tentative Topic Due
Reflection Paper #1 Due
Required Readings:
*Galvan, Jose L. (2013). Selecting a topic and identifying literature for review. In
Writing literature reviews: A guide for students of the social and behavioral sciences,
fifth edition (pp. 17-30). CA: Pyrczak Publishing. COURSE RESERVES
*Galvan, Jose L. (2013). General guidelines for analyzing literature. In
Writing literature reviews: A guide for students of the social and behavioral sciences,
fifth edition (pp. 31-44). CA: Pyrczak Publishing. COURSE RESERVES
*White, Patrick. (2009). What makes a research question? In Developing
research questions: A guide for social scientists (pp. 33-58). New York: Palgrave
McMillan. COURSE RESERVES
7 Tuesday, September 29
Reflection Paper #2 Due
Overview of the library system with Research Librarian Brendan Rapple
Meet in O’Neill 307
Thursday, October 1
In the field
Required Reading:
*Dickson-Swift, Virginia, Erica L. James, Sandra Kippen and Pranee Liamputtong. (2007).
Doing sensitive research: What challenges to qualitative researchers face? Qualitative
Research, 7(3), 327-353. CANVAS
Tuesday, October 5
Speaker Session #3: Educational Inequality: Primary and Secondary Schooling
Required Readings:
Please choose one reading from below and discuss in your reflection paper.
*Garcia, Ofelia, et.al. (2011). Extending bilingualism in U.S. secondary education: New
variations. International Multilingual Research Journal, 5, 1-18. COURSE
RESERVES
*Kiang, Peter. (2004). Linking strategies and interventions in Asian American studies to
K-12 classrooms and teacher preparation. International Journal of Qualitative
Studies in Education,17(2), 199-225. COURSES RESERVES
*Rubin, Beth C. (2003). ’I’m not getting any F’s’: What ‘at risk’ students say about the
support they need. In Beth C. Rubin and Elena M. Silva (Eds.), Critical voices in
school reform: Students living through change (pp. 189-207). Routledge.
COURSE RESERVES
*Warhol, Larisa. (2011). Native American language education policy-in-practice: An
interpretative policy analysis of Native American Languages Act of 1990/1992.
International Journal of Bilingual Education and Bilingualism, 14(3), 270-299.
COURSE RESERVES
8 Thursday, October 8
Initial Lit. Search Due
Speaker Session #4: Educational Inequality: College Access and Persistence
Required Readings:
*Lee, John Michael & Ransom, Tafaya. (2011). The educational experience of young
men of color: A review of research, pathways and progress. College
Board Advocacy & Policy Center. CANVAS
Please choose one reading from below and discuss in your reflection paper.
*Griffin, Kimberly, et.al. (2012). Oh, of course I’m going to college: Understanding
how habitus shapes the college choice process of black immigrant students.
Journal of Diversity in Higher Education, 5(2), 96-111. COURSE RESERVES
*Guillory, Raphael M. (2009). American Indian/Alaska Native college student retention
strategies. Journal of Developmental Education, 33(2), 12-38. COURSE
RESERVES
*Museus, Samuel D. & Kiang, Peter N. (2009). Deconstructing the model minority
myth and how it contributes to the invisible minority reality in higher education
research. New Directions for Institutional Research, 142(Summer), 5-15.
COURSE RESERVES
*Santos, Silvia & Reigadas, Elena. (2002). Latinos in higher education: An evaluation
of a university faculty mentoring program. Journal of Hispanic Higher
Education, 1(1), 40-50. COURSE RESERVES
Tuesday, October 13
Building the Literature Review
Reflection Paper #3 Due
9 Thursday, October 15
Speaker Session #5: Urban Health and Healthcare
Reflection Paper #4 Due
Required Readings:
U.S. Department of Health and Human Services. (2014). National healthcare
disparities report, highlights. CANVAS
Please choose one reading from below and discuss in your reflection paper.
*Brings Him Back-Janis, Maxine. (2011). A dental hygienist who’s a Lakota Sioux calls
for new mid-level dental providers. Health Affairs, 30(10), 2013-2016.
COURSE RESERVES
*Goh, Ying Ying, et.al. (2009). Using community-based participatory research to
identify potential interventions to overcome barriers to adolescents’ healthy eating
and physical activity. Journal of Behavioral Medicine, 32, 491-502. COURSE
RESERVES
*Harris, Allyssa. (2011). The influence of urban literature on African-American
adolescent girls’ sexual behaviors. The Journal of the National Black Nurses
Association, 22(1), 35-41. COURSE RESERVES
*Tendulkar, Shalini Ahuja, et. al. (2011). Investigating the myth of the model minority:
A participatory community health assessment of Chinese and Vietnamese adults.
Journal of Immigrant and Minority Health, 27(August), 1-8. COURSE
RESERVES
*******Set up time to meet with Prof. Piatelli to discuss progress with final paper********
10 Tuesday, October 20
Speaker Session #6: Cultural Competency and Mental Health
Required Readings:
Please choose one reading from below and discuss in your reflection paper.
*Garcia, Carolyn & Lindgren, Sandi. (2009). Life grows between rocks: Latino
adolescents’ and parents’ perspectives on mental health stressors. Research in
Nursing and Health, 32, 148-162. COURSE RESERVES
*Goodkind, Jessica, et.al. (2011). Rebuilding trust: A community, multiagency, state
and university partnership to improve behavioral health care for American Indian
youth, their families and communities. Journal of Community Psychology, 39(4),
452-477. COURSE RESERVES
*Nicolaidis, Christina. (2010). You don’t go tell white people nothing: African
American women’s perspectives on the influence of violence and race on
depression and depression care. American Journal of Public Health, 100(8),
1470-1476. COURSE RESERVES
*Pistulka, Gina M., et.al. (2012). Maintaining an outward image: Korean immigrant’s
life with Type 2 diabetes mellitus and hypertension. Qualitative Health
Research, 22(6), 825-834. COURSE RESERVES
Thursday, October 22
Ethics and the Institutional Review Board
IRB Staff Visit to Classroom
Field Experience Report Due
Reflection Paper #5 Due
Required Assignment:
*Complete IRB Ethics Training Program online (approx. 1.5 hours).
http://www.bc.edu/research/oric/human.html
The IRB requires all research personnel to complete an online ethics training program either
through CITI (Collaborative Institutional Training Initiative) or NIH (National Institutes of
Health) and attach copies of the training certificates to all IRB applications. See GA for assistance
to be sure you are completing the correct program.
Tuesday, October 27
Speaker Session #7: TBD
Reflection Paper #6 Due
Thursday, October 29
Expanded Lit. Review Due
Writing the literature review and developing a methodological design
Tuesday, November 3
Choosing appropriate methods
Reflection Paper #7 Due
Thursday, November 5
Choosing your sample
Tuesday, November 10
Presenting your proposed project
11 Thursday, November 12
Review of final paper/IRB requirements
Tuesday, November 17
In class time to work on presentation/IRB materials
Thursday, November 19
In class time to work on presentation/IRB materials
Draft Lit. Review Due
Tuesday, November 24
We will hold class ONLY if we need an extra presentation date
HAPPY THANKSGIVING-NO CLASS ON THURSDAY
Tuesday, December 1
Research proposal presentation and peer review
Thursday, December 3
Research proposal presentation and peer review
Tuesday, December 8
Research proposal presentation and peer review
PLEASE EMAIL PROF. PIATELLI ALL FINAL MATERIALS BY 5 P.M. ON
THURSDAY, DECEMBER 10TH.
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