Cartoon by Michael Leunig, Melbourne’s The Age newspaper, 17 Mar. 1984
SOAN 240. Methods of Social Research
How do we know what we know about the social world? In this course you will
learn some of the key research methods that form the “SoAn understandascope.” In
reviewing these methods, the underlying logic will be emphasized in addition to
the fundamentals of research design, data collection, data analysis, and
summarizing research findings. By the end of the course you will be more
confident about your own research skills, better equipped to assess which methods
best answer specific socio-cultural questions, and more knowledgeable about the
range of challenges researchers encounter in the field.
Professor:
Office:
Office Phone:
Email:
Office Hours:
Annette Nierobisz
234 Leighton Hall
(507) 222-4114
anierobi@carleton.edu
T: 9:45-11:15 am; W: 3:30-5:00 pm; F: 3:30-4:30; by appointment, if
necessary.
Course Assistant:
Email:
Katie Shaffer
shafferk@carleton.edu
Writing Assistant:
Email:
Mary Buswell
buswellm@carleton.edu
Methods of Social Research
I'd say that the ability to do research, the confidence that I have the skills to size up, tame, and
synthesize a big mountain of data, is one enduring legacy of my training at Carleton. When I got
to graduate school I felt completely prepared for the work load, and I thank my SOAN seminars
for that readiness.
– Alex Robertson Textor ’92, Travel Writer and Editor
Student Learning Outcomes
Methods of Social Research is a foundational course in your SoAn career. You will learn several methods
sociologists and anthropologists employ in their research while bonding with your fellow majors. The
course provides a civic engagement component that creates opportunities for you to collaborate with the
Northfield community. Over the next ten weeks, you will develop and practice important methodological
skills, expanding your intellectual prowess.
As a SoAn course, we will concentrate on the following two departmental “student learning outcomes”:

Formulate appropriate sociological and/or anthropological research questions about socio-cultural
phenomena;

Select (and apply) appropriate sociological and/or anthropological research methods to study
socio-cultural phenomena;
As a “writing rich course,” these six learning objectives will be emphasized:

Understand writing as a process and develop an effective process for methodological writing;

Learn how to seek and use feedback from a variety of sources;

Gain greater awareness of audience and voice and see yourself as part of a community of
scholars;
1

Learn how to use SoAn forms of citation;

Understand accepted guidelines for academic honesty;

Develop confidence in your methodological writing.
Course Texts
Three books are required for this course:

Allison, Paul D. 1999. Multiple Regression: A Primer. Thousand Oaks, CA: Pine Forge Press.

Seale, Clive. 2012. Researching Society and Culture. Thousand Oaks, CA: SAGE Publications.

Weiss, Robert S. 1994. Learning from Strangers: The Art and Method of Qualitative Interview
Studies. New York, NY: The Free Press.
Additional reading is available electronically. Complete the assigned readings before class. Read the
material closely, take effective notes, determine what is clear and what needs further clarification, and
consider how core ideas can be connected to other readings.
Course Requirements
Assignments
There are four course assignments, all designed to increase your comprehension of the methods and
practices used by sociologists and anthropologists. The first assignment asks you to write three sections of
a research proposal. The second assignment asks you and two classmates to design a survey. The third
assignment asks you and a classmate to write up your multiple regression findings. The fourth assignment
asks you to conduct two in-depth interviews. Be advised that some assignments are due on non-class
days. In these instances, a hard copy is required in my SoAn mailbox by 5 pm on the due date.
Methods of Social Research is a writing rich course and thus has a revision requirement. You are
welcome to rewrite some sections of your research proposal but only after we’ve met, discussed reactions,
and you’ve shared your pans for rewriting the paper in a timely manner that ensures personal success.
Participation
Participation is evaluated according to regular class attendance, punctuality, and completing the assigned
readings so that comments and questions have solid grounding and advance discussion. Participation also
involves listening when others are speaking. Unless you are pulling up electronic copies of your readings
for class discussion, you are not welcome to use computers, cell phones, and other devices in class
because they are distracting and disruptive. Students who meet the standards of class participation at
only the most basic level will receive the “default” participation grade of 5 points; those who miss more
than three classes will forfeit their participation grade.
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Table 1. Summary of Class Requirements*
Assignment
Research Proposal
Distribution
Date
04/01
Due Date*
04/13 (topic & question)
Points
Awarded
5 points
04/28 (preliminary
literature review)
15 points
06/02 (methods plan)
20 points
Survey
04/20
05/05
10 points
Multiple
regression
04/29
05/19
15 points
In-depth interview
05/15
06/08
25 points
Class participation
03/30
per requirements
10 points
* No extensions will be provided. Late submissions will have a ½ point deducted for each day late.
Grade range: “A” = 90-100%; “B” = 80-89%; “C” = 70-79%; “D” = 60-69%; “F” <= 59%
Course Outline
1. The Fundamentals of Social Inquiry
As a SOAN student at Carleton, I learned to think of myself as a researcher. When I studied the
long-term reintegration of former guerrilla fighters for my Comps project, I didn't realize that
this was just the first of many research projects I would undertake in my career.”
– Laura Heideman, class of ’03, Assistant Professor of Sociology
3/30
What is this Course About?
 Bhatt, Chetan. 2012. “Doing a Dissertation.” Pp. 153-178 in Researching Society
and Culture.
 Michael, Mike. 2012. “When Things Go Wrong.” Pp. 544-554 in Researching
Society and Culture.
3
4/1
Epistemological Assumptions of Social Research
 Epstein, Miran. 2012. “Introduction to the Philosophy of Science.” Pp. 7-28 in
Researching Society and Culture.
 Sears, Alan and James Cairns. 2010. “But How Do You Know?” Pp. 31-59 in A
Good Book, in Theory, 2nd ed. Toronto: University of Toronto Press (moodle).
 Aldrich, Howard. No date. Stand Up and Be Counted: Why social science should
stop using the qualitative/quantitative dichotomy. The Impact Blog.
 Lane, Charles. 2015. Science, with a Side Order of Humility. Washington Post,
online edition, February 18, 2015.

4/3-6
Research proposal assignment will be distributed
Ethical Requirements of Social Research
4/3
 Ali, Suki and Moira Kelly. 2012. “Ethics and Social Research.” Pp. 58-76 in
Researching Society and Culture.
 Gottlieb, Alma and Philip Graham. 2012. “Casting Spells: June – July 1993.” Pp.
50-79 in Braided Worlds. Chicago: University of Chicago Press (moodle).
 Weiss, Appendix D: Consent Forms
4/6
 Blee, Kathleen. 2003. “Studying the Enemy.” Pp. 13-23 in Barry Blassner and
Rosanna Hertz (eds.), Our Studies, Ourselves. New York: Oxford University Press
(moodle).
 Code of Ethics of the American Anthropological Association.
 American Sociological Association Code of Ethics.
 Please review the website of Carleton’s Institutional Review Board, specifically the
sections How Do I Apply, About the IRB, and Frequently Asked Questions:
http://apps.carleton.edu/governance/institutional_review_board/

4/8
Elizabeth Child, Director of the Northfield Area United Way, and Adrienne Falcon,
Director of Carleton’s CCCE, will visit the second half of class to discuss our two
ACE assignments.
Selecting a Topic, Creating a Question
 Kelly, Moira. 2012. “Research Questions and Proposals.” Pp. 97-117 in
Researching Society and Culture.
 Moen, Phyllis. 2003. “Unscripted: Continuity and Change in the Gendered Life
Course.” Pp. 105-114 in Barry Blassner and Rosanna Hertz (eds.), Our Studies,
Ourselves. New York: Oxford University Press (moodle).
 Albrecht, Gary L. 2003. “Social-class Tensions and Value Conflicts in the Disability
World.” Pp. 193-201 in Barry Blassner and Rosanna Hertz (eds.), Our Studies,
Ourselves. New York: Oxford University Press (moodle).
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4/10

One of the following articles also will be assigned to you:
1. Abramowitz, A.I. and K.L. Saunders. 2006. “Exploring the Bases of Partisanship
in the American Electorate: Social Identify vs. Ideology.” Political Research
Quarterly 59: 175-187.
2. Bowser, B.P. 2007. “Ethnography of Racial Identities in Paris: Public Indicators
of Social Hierarchy. A Research Note.” Social Science Information 46: 591-605
(moodle).
3. Goode, J. 2000. “The Digital Identity Divide: How Technology Knowledge
Impacts College Students.” New Media and Society 12: 492-513 (moodle).
4. Guendelman, M.D., S. Cheryan and B. Monin. 2011. “Fitting in but Getting Fat:
Identity Threat and Dietary Choices among U.S. Immigrant Groups.”
Psychological Science 22: 959-967 (moodle).
5. McIntosh, J. and N. McKeganey. 2000. “Addicts’ Narratives of Recovery from
Drug Use: Constructing a Non-addict Identity.” Social Science & Medicine 50:
1501-1510.
6. Odland, S.B. 2010. “Unassailable Motherhood, Ambivalent Domesticity: The
Construction of Maternal Identity in Ladies Home Journal in 1946.” Journal of
Communication Inquiry 34: 61-84 (moodle).
7. Stretesky, P.B. and M.R. Pogrebin. 2007. “Gang-related Gun Violence:
Socialization, Identity, and Self.” Journal of Contemporary Ethnography 36: 85113.

Question: What is the preliminary research question that will guide your
proposal? Email your question to me by 5 pm on 4/7.
Reviewing the Literature (class meets in Library 306)
 Branley, Duncan. 2012. “Doing a Literature Review.” Pp. 77-96 in Researching
Society and Culture.
 Kalish, Ilene. 2013. “Notes from an Editor: Great Books aren’t Written, They’re
Rewritten.” From the Square, NYU Press Blog, September 3, 2013.

One of the following articles also will be assigned to you:
1. Abramowitz, A.I. and K.L. Saunders. 2006. “Exploring the Bases of Partisanship
in the American Electorate: Social Identify vs. Ideology.” Political Research
Quarterly 59: 175-187.
2. Bowser, B.P. 2007. “Ethnography of Racial Identities in Paris: Public Indicators
of Social Hierarchy. A Research Note.” Social Science Information 46: 591-605
(moodle).
3. Goode, J. 2000. “The Digital Identity Divide: How Technology Knowledge
Impacts College Students.” New Media and Society 12: 492-513 (moodle).
4. Guendelman, M.D., S. Cheryan and B. Monin. 2011. “Fitting in but Getting Fat:
Identity Threat and Dietary Choices among U.S. Immigrant Groups.”
Psychological Science 22: 959-967 (moodle).
5
5. McIntosh, J. and N. McKeganey. 2000. “Addicts’ Narratives of Recovery from
Drug Use: Constructing a Non-addict Identity.” Social Science & Medicine 50:
1501-1510.
6. Odland, S.B. 2010. “Unassailable Motherhood, Ambivalent Domesticity: The
Construction of Maternal Identity in Ladies Home Journal in 1946.” Journal of
Communication Inquiry 34: 61-84 (moodle).
7. Stretesky, P.B. and M.R. Pogrebin. 2007. “Gang-related Gun Violence:
Socialization, Identity, and Self.” Journal of Contemporary Ethnography 36: 85113.
4/13
Elements of Research Design
 Rutterford, Clare. 2012. “Research Design.” Pp. 118-133 in Researching Society
and Culture.
 Jackson, Michelle and D.R. Cox. 2013. “The Principles of Experimental Design and
Their Application in Sociology.” Annual Review of Sociology 39: 27-49.
4/15
Conceptualization, Operationalization and Measurement
 Bateman, Bradley. 2013. “The Wrong College Ratings.” The New York Times,
December 17, 2013.

One of the following articles also will be assigned to you:
1. Abramowitz, A.I. and K.L. Saunders. 2006. “Exploring the Bases of Partisanship
in the American Electorate: Social Identify vs. Ideology.” Political Research
Quarterly 59: 175-187.
2. Bowser, B.P. 2007. “Ethnography of Racial Identities in Paris: Public Indicators
of Social Hierarchy. A Research Note.” Social Science Information 46: 591-605
(moodle).
3. Goode, J. 2000. “The Digital Identity Divide: How Technology Knowledge
Impacts College Students.” New Media and Society 12: 492-513 (moodle).
4. Guendelman, M.D., S. Cheryan and B. Monin. 2011. “Fitting in but Getting Fat:
Identity Threat and Dietary Choices among U.S. Immigrant Groups.”
Psychological Science 22: 959-967 (moodle).
5. McIntosh, J. and N. McKeganey. 2000. “Addicts’ Narratives of Recovery from
Drug Use: Constructing a Non-addict Identity.” Social Science & Medicine 50:
1501-1510.
6. Odland, S.B. 2010. “Unassailable Motherhood, Ambivalent Domesticity: The
Construction of Maternal Identity in Ladies Home Journal in 1946.” Journal of
Communication Inquiry 34: 61-84 (moodle).
7. Stretesky, P.B. and M.R. Pogrebin. 2007. “Gang-related Gun Violence:
Socialization, Identity, and Self.” Journal of Contemporary Ethnography 36: 85113.
6
4/17
Sampling
 Seale, Clive. 2012. “Sampling.” Pp. 134-152 in Researching Society and Culture.
 Druas, Paul J., Harvey A. Siegal, Robert G. Carlson, Russel S. Falck and Jichuan
Wang. 2005. “Cracking the Cornfields: Recruiting Illicit Stimulant Drug Users in
Rural Ohio.” The Sociological Quarterly 46: 165-189.
2. Quantitative Methods of Data Collection and Analysis
I use social statistics and social theory every day in my consulting work. For example, I recently
completed an enrollment model for a small liberal arts college that was designed to predict which
admitted students would enroll at the college. This model was grounded in a sociological
understanding of how geographic, demographic and socioeconomic variables influence decision
making and was built using advanced statistical techniques which I first learned at Carleton.
- Rich Majerus, class ’07, Higher Education Researcher
4/20-24
Surveys
4/20
 Phellas, Constantinos, Alice Bloch and Clive Seale. 2012. “Structured Methods:
Interviews, Questionnaires and Observations.” Pp. 181-205 in Researching Society
and Culture.
 Badger, Emily. 2015. “The terrible loneliness of growing up poor in Robert Putnam’s
America.” Washington Post, online edition, March 9, 2015.

Survey assignment will be distributed
4/22-24
 Alwin, Duane F., Jacob L. Felson, Edward T. Walker and Paula A. Tufiş. 2006.
“Measuring Religious Identities in Surveys.” The Public Opinion Quarterly 70: 530564.
 Fink, Arlene and Jacqueline Kosecoff. 1998. “The Survey Form: Questions, Scales,
and Appearance.” Pp. 9-26 in How to Conduct Surveys: A Step-by-Step Guide.
Thousand Oaks, CA: Sage Publications (moodle).
 Fink, Arlene and Jacqueline Kosecoff. 1998. “Getting it Together: Some Practical
Concerns.” Pp. 27-38 in How to Conduct Surveys: A Step-by-Step Guide. Thousand
Oaks, CA: Sage Publications (moodle).
4/27
Accessing Survey Data (class meets in Library 306)
 Seale, Clive. 2012. “Secondary Analysis and Official Statistics.” Pp. 302-316 in
Researching Society and Culture.
7


4/29
Geraci, Diane, Chuck Humphrey, and Jim Jacobs. 2008. “Statistics? Data? What
Are We Talking About?” Pp. 1.1-1.18 in Data Basics: An Introductory Text.
Rattner, Steven. 2013. “America in 2013, as Told in Charts.” New York Times,
December 30, 2013.
Analyzing Survey Data with SPSS: First Steps (class meets in CMC 110)
 Seale, Clive. 2012. “Preparing Data for Statistical Analysis.” pp. 317-327 in
Researching Society and Culture.
 Winship, Christopher. 2003. “In Defense of Foxes.” Pp. 202-214 in Barry Blassner
and Rosanna Hertz (eds.), Our Studies, Ourselves. New York: Oxford University
Press (moodle).
 SPSS Statistics Essential Training at lynda.com. Go to
https://wiki.carleton.edu/display/itskb/Lynda.com and log on. Search for the SPSS
session with Barton Poulson and watch the two sessions associated with “Getting
Started” (“Touring the interface” and “Reading data from a spreadsheet.” Total
listening time is approximately 15 minutes).
 Schneider, Barbara and Linda J. Waite. The 500 Family Study [1998-2000: United
States] (ICPSR 4549). Review the User Guide (DS0) and the Codebook for the
Student Data (DS4). Available at:
http://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/4549?classification=ICPSR.XV
II.H.

Multiple regression assignment will be distributed
5/1
Getting to Know Your Data Better (class meets in CMC 110)
 Bloch, Alice. 2012. “Statistical Reasoning: From One to Two Variables.”
Researching Society and Culture. Read pages 328-332.
 Allison, Chapter 1: What is Multiple Regression
 SPSS Statistics Essential Training at lynda.com. Go to
https://wiki.carleton.edu/display/itskb/Lynda.com and log on. Search for the SPSS
session and watch “5. Descriptive Statistics for One Variable” (total listening time =
15m 14s) and “3. Modifying Data” (total listening time is approximately 44m 45s ).
5/4
MIDTERM BREAK
5/6
Analyzing Bivariate Relationships (class meets in CMC 110)
 Bloch, Alice. 2012. “Statistical Reasoning: From One to Two Variables.”
Researching Society and Culture. Read pages 333-344.
 Allison, Chapter 5: How does Bivariate Regression Work?
 SPSS Statistics Essential Training at lynda.com. Go to
https://wiki.carleton.edu/display/itskb/Lynda.com and log on. Search for the SPSS
8
session and watch the Correlation, Bivariate Regression, and Two Categorical
Variables: Crosstabulations sections of “8. Statistics for Association: (total listening
time approximately 17 minutes).
5/8-11
Modeling Relationships of Multiple Variables (class meets in CMC 110)
5/8
 Allison, Chapter 3: What Can Go Wrong with Multiple Regression?
 Allison, Chapter 4: How do I Run a Multiple Regression?
 SPSS Statistics Essential Training at lynda.com. Go to
https://wiki.carleton.edu/display/itskb/Lynda.com and log on. Search for the SPSS
session and watch the Multiple Regression section of “8. Statistics for Association”
(total listening time: 10m 20s)
5/11
 Allison, Chapter 2: How Do I Interpret Multiple Regression Results?
 Allison, Chapter 6: What are the Assumptions of Multiple Regression?
 Ross, Catherine E. and Chia-ling Wu. 1995. “The Links between Education and
Health.” American Sociological Review 60: 719-745.
5/13
Presenting Quantitative Findings (back to our regular classroom)
 SPSS Statistics Essential Training at lynda.com. Go to
https://wiki.carleton.edu/display/itskb/Lynda.com and log on. Search for the SPSS
session and watch the following sections in “9. Sharing results: Formatting Tables for
Presentation and Publication & Exporting Charts and Tables” (total listening time
approximately 15 minutes).
 Rivas, Carol. 2012. “Writing a Research Report.” Pp. 497-517 in Researching
Society and Culture.
 Offer, Shira and Barbara Schneider. 2007. “Children’s Role in Generating Social
Capital.” Social Forces 85(3): 1125-1142.
3. Qualitative Methods of Data Collection and Analysis
Working in international public health there is a tendency to adhere only to the statistical
evidence. However, when managing a program dealing with individual's personal and health
choices there are many cultural considerations that cannot be quantified. Being perceptive of
alternative interpretations or perceptions is critical to creating a program that really addresses
the needs of those it is meant to serve.
- Seth Proctor, class ’08, Public Health Program Manager in Malawi.
9
5/15-20
In-depth Interviewing
5/15
 Byrne, Bridget. 2012. “Qualitative Interviewing.” Pp. 206-226 in Researching
Society and Culture.
 Weiss, Chapter 1: Introduction
 Weiss, Appendix C: Sources of Bias and Their Control
 Miller, Jody. 2003. “Feminism in the Field.” Pp. 233-244 in Barry Blassner and
Rosanna Hertz (eds.), Our Studies, Ourselves. New York: Oxford University Press
(moodle).

In-depth interview assignment will be distributed
5/18
 Weiss, Chapter 2: Respondents: Choosing Them and Recruiting Them
 Weiss, Chapter 3: Preparation for Interviewing
 Weiss, Chapter 4: Interviewing
5/20
 Weiss, Chapter 5: Issues in Interviewing
5/22-25
Participant Observation Fieldwork
5/22
 Walsh, David. 2012. “Doing ethnography.” Pp. 245-262 in Researching Society and
Culture.
 Kleinman, Sherryl. 2003. “Feminist Fieldworker: Connecting Research, Teaching,
and Memoir.” Pp. 215-232 in Barry Blassner and Rosanna Hertz (eds.), Our Studies,
Ourselves. New York: Oxford University Press (moodle).
5/25
 Emerson, Robert, Rachel Fretz and Linda Shaw. 2011. “Fieldnotes in Ethnographic
Research.” Pp. 1-20 in Writing Ethnographic Fieldnotes, 2nd Edition. Chicago:
University of Chicago Press (moodle).
 Bowser, B.P. 2007. “Ethnography of Racial Identities in Paris: Public Indicators of
Social Hierarchy. A Research Note.” Social Science Information 46: 591-605
(moodle).
5/27
Writing Field Notes
 Emerson, Robert, Rachel Fretz and Linda Shaw. 2011. “In the Field: Participating,
Observing, and Jotting Notes.” Pp. 21-43 in Writing Ethnographic Fieldnotes, 2nd
Edition. Chicago: University of Chicago Press (moodle).
10

Emerson, Robert, Rachel Fretz and Linda Shaw. 2011. “Writing Fieldnotes I: At the
Desk, Creating Scenes on a Page.” Pp. 45-87 in Writing Ethnographic Fieldnotes, 2nd
Edition. Chicago: University of Chicago Press (moodle).
5/29
Analyzing Qualitative Data
 Weiss, Chapter 6: Analysis of Data
 Weiss, Appendix E: Quantitative Coding of Qualitative Interview Data
 Rivas, Carol. 2012. “Coding and Analyzing Qualitative Data.” Pp. 366-392 in
Researching Society and Culture.
 Seale, Clive. 2012. “Generating Grounded Theory.” Pp. 393-404 in Researching
Society and Culture.
6/1
Presenting Qualitative Data
 Weiss, Chapter 7: Writing the Report
 White, Lynn. 2005. “Writes of Passage: Writing an Empirical Journal Article.”
Journal of Marriage and Family 67: 791-798.
 McIntosh, J. and N. McKeganey. 2000. “Addicts’ Narratives of Recovery from Drug
Use: Constructing a Non-addict Identity.” Social Science & Medicine 50: 1501-1510.
 Stretesky, P.B. and M.R. Pogrebin. 2007. “Gang-related Gun Violence: Socialization,
Identity, and Self.” Journal of Contemporary Ethnography 36: 85-113.
6/3
Class Presentation to the Northfield Area United Way
11