1 of 11
AS OF: 9.8.14
UNAS2254/SOCY2254/AADS2248 Community Research Seminar
Fall 2014, Stokes 111S
Tuesdays and Thursdays 10:30-11:45 a.m.
Professor Deborah Piatelli
millerdp@bc.edu
Office hours: Mondays 2:30 p.m.-4:30 p.m.
McGuinn 425
Mr. Andy Petigny
Associate Director, Thea Bowman AHANA and Intercultural Center
petigny@bc.edu
Graduate Assistants
Ms. Tiffany House, tiffany.house@bc.edu
Ms. Annelise Hagar, hagara@bc.edu
Mr. Tim Xiao, xiaoh@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 with 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 also will have the opportunity to present their
research findings in a public forum at a date to be determined.
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. Also, we will delve into the faculty-student relationship and explore the practical issues
of time management.
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.
2 of 11
Course Objectives for Fall Semester
* 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 decide what methods are appropriate for particular research
questions
* Become critical consumers and producers of knowledge
Reference Books on Reserve
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 two 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 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 midsemester to discuss your research project and progress in securing a faculty advisor for Spring
semester. 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. 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. It is recommended that you discuss your reflections on the
speaker with your GA prior to writing your paper. A guideline for these papers can be found on
Canvas.
3 of 11
Please email your paper to your GA one week after the speaker visits class for review and
comments. Prof. Piatelli will also review your papers and assign your grade.
Field Experience (15% of your grade)
DUE: Thursday, October 23
You will conduct an interview with a member of an off-campus community provider or research
institution that works with some aspect of the AHANA community 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 developing your
interview guide and we will discuss how to conduct an interview during the semester. A handout
for this assignment will be provided with further information, and can also 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
11th. Below are several checkpoint ungraded assignments to assist you in completing a quality
piece of work. Only the final paper will be graded. A handout will be provided for each of these
assignments well in advance and can also be found on Canvas.
*Choose a topic of interest
*Complete initial literature search
*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. 25
DUE: Tues., Oct. 7
DUE: Thurs., Oct. 30
DUE: Thurs., Nov. 20
DUE: Thurs., Dec. 11
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.).
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 (on Canvas
and to be distributed in class). We will discuss requirements for the presentation in class and a
handout will be distributed (also 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 my effectiveness in the classroom, it is imperative that you submit your
4 of 11
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.
A note on academic integrity
For information on Boston College’s academic integrity policy, please visit:
www.bc.edu/offices/stserv/academic/resources/policy/#integrity.
5 of 11
Seminar Schedule
Tuesday, September 2
Orientation to the seminar
Thursday, September 4
Community-based research paradigm and public policy
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. LIBRARY RESERVE
*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. LIBRARY RESERVE
Tuesday, September 9
Policy Overview Panel
Prof. Martin Summers (BC History/African Diaspora Studies)
Prof. Peter Kiang (UMass Boston; Asian American Studies)
Required Readings:
*National Congress of American Indians. (2007). A tribal-driven research agenda
CANVAS
*National Council of Asian Pacific Americans. (2013). Best practices for research and
fact sheets. CANVAS
*National Hispanic Leadership Agenda. (2012). Hispanic public policy agenda.
CANVAS
*Urban League of Eastern Massachusetts. (2011). State of Black Boston:
Executive summary. CANVAS
*Also see Canvas for other interesting demographic information on Boston under
“Policy Papers.”
6 of 11
Thursday, September 11
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. LIBRARY
RESERVE
*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. LIBRARY RESERVE
Tuesday, September 16
(continued)
Thursday, September 18
Immigration, Deportation, Human and Civil Rights
Prof. Westie Egmont, BC School of Social Work
Representative from the Massachusetts Immigrant and Refugee Advocacy Coalition
Film on your own:
*Sin Pais. (2010). 20 minutes. http://vimeo.com/12434551
Required Readings:
*Human Rights Strengthen Migration Policy Framework (2005, March 1). Migration
Policy Institute. CANVAS
Plus 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. LIBRARY RESERVE
*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. LIBRARY RESERVE
*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
7 of 11
Tuesday, September 23
Select Issues Facing Youth
Required Readings: 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. LIBRARY RESERVE
*McIntyre, Alice. (2000). Constructing meaning about violence, school and community:
Participatory action research with urban youth. The Urban Review, 32(2), 123154. LIBRARY RESERVE
*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. LIBRARY RESERVE
*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.
LIBRARY RESERVE
Thursday, September 25
The research process and the literature review
Tentative Topic 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. LIBRARY RESERVE
*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. LIBRARY RESERVE
*White, Patrick. (2009). What makes a research question? In Developing
research questions: A guide for social scientists (pp. 33-58). New York: Palgrave
McMillan. LIBRARY RESERVE
Tuesday, September 30
Overview of the library system with Research Librarian Brendan Rapple
Meet in O’Neill 307
8 of 11
Thursday, October 2
The methods of fieldwork and interviewing
Tuesday, October 7
Educational Inequality: K-12, Bilingual Education.
Prof. Anne Homza, BC Lynch School of Education
Initial Lit. Search Due
Required Readings: 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. LIBRARY
RESERVE
*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. LIBRARY RESERVE
*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.
LIBRARY RESERVE
*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.
LIBRARY RESERVE
Thursday, October 9
Educational Inequality: College Access and Success.
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
Or
*Center for the Study of Race and Equity in Education. (2013). Succeeding in the city: A
report from the NYC Black and Latino male high school achievement study.
Plus 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. LIBRARY RESERVE
*Guillory, Raphael M. (2009). American Indian/Alaska Native college student retention
9 of 11
strategies. Journal of Developmental Education, 33(2), 12-38. LIBRARY
RESERVE
*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.
LIBRARY RESERVE
*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. LIBRARY RESERVE.
Tuesday, October 14
Building the Literature Review
Thursday, October 16
Urban Health and Healthcare.
Required Readings:
U.S. Department of Health and Human Services. (2011). National healthcare
disparities report, highlights. CANVAS
Plus 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.
LIBRARY RESERVE
*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. LIBRARY
RESERVE
*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. LIBRARY RESERVE
*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. LIBRARY
RESERVE
**Set up time to meet with Prof. Piatelli to discuss progress with final paper**
10 of 11
Tuesday, October 21
Poverty in America
Required Readings:
Dodson, Lisa, et.al. (2012). How youth are put at risk by parents’ low-wage jobs. Center
for Social Policy Publications, University of Massachusetts Boston, Paper 68.
CANVAS
Recommended Readings:
*Pellini, Arnaldo & Serrat, Olivier. (2010). Enriching policy with research. Washington
DC: Asian Development Bank. CANVAS
Thursday, October 23
Ethics and the Institutional Review Board
IRB Staff Visit to Classroom
Field Experience Report Due
Required Readings/Assignment:
*Complete IRB Ethics Training Program online and print out certificate for files.
(Approx. 1.5 hours). See 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.
Tuesday, October 28
Cultural Competency and Mental Health
Required Readings: 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. LIBRARY RESERVE
*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. LIBRARY RESERVE
*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. LIBRARY RESERVE
*Pistulka, Gina M., et.al. (2012). Maintaining an outward image: Korean immigrant’s
life with Type 2 diabetes mellitus and hypertension. Qualitative Health
11 of 11
Research, 22(6), 825-834. LIBRARY RESERVE
Thursday, October 30
Expanded Lit. Review Due
Writing the literature review and developing a methodological design
Tuesday, November 4
Choosing appropriate methods
Thursday, November 6
Choosing your sample
Tuesday, November 11
Presenting your proposed project
Thursday, November 13
Review of final paper/IRB requirements
Tuesday, November 18
In class time to work on presentation
Thursday, November 20
Research proposal presentation and peer review
Draft Lit. Review Due
HAPPY THANKSGIVING-NO CLASS
Tuesday, December 2
Research proposal presentation and peer review
Thursday, December 4
Research proposal presentation and peer review
Tuesday, December 9
Research proposal presentation and peer review
PLEASE EMAIL PROF. PIATELLI ALL FINAL MATERIALS BY 5 P.M. ON THURSDAY,
DECEMBER 11TH. BRING A HARD COPY OF ALL MATERIALS TO PROF. PIATELLI’S
OFFICE AS WELL.