Sociology 404: Qualitative Research Methods
12:00—12:50 p.m.
MWF - 3716 HBLL
Winter 2011
Instructor:
Office:
Office Hours:
Email:
Benjamin Brady
2036 JFSB
10:00—11:00 a.m. MWF and by appointment
benekebrady@gmail.com
Teaching Assistant:
Office Hours:
Email:
Keaton Robertson
____________________________________
keat.rob@gmail.com
Required Texts
Analyzing Social Settings: A Guide to Qualitative Observation and Analysis (4th Edition),
by Lofland, Snow, Anderson, and Lofland: Thomson Wadsworth (2006)
Black Like Me by John Howard Griffin: Signet (1996/1962)
Required Articles
I have listed all required articles in the course calendar. I will provide PDFs through
Blackboard for the assigned articles.
COURSE OBJECTIVES
Description
In registering for this class, you likely read the following course description: Sociology
404: “Purposes, methods, and limitations of qualitative research. Includes participant
observation and hermeneutics skills.” Though it reads more like a tweet, at least you are
all initially aware of the most basic elements of our course: 1) research method and 2)
hermeneutical philosophy. In this course we will deal directly with what it means to
research “qualitatively” and the implications it holds for our role as those who collect,
analyze, and discuss information about the realities of social living.
Teaching Philosophy
As we take up what I view to be an appropriate (and I hope satisfying) discussion about
qualitative research, I emphasize above all that we are unavoidably dealing with research.
This class is primarily about research. In my view, “qualitative” is more a qualifier, an
adjective which describes research, and less a distinct form of it. Because of this, I intend
in this class for us to talk primarily about research, what it means, how and why we
perform it. “Qualitative” and “ethnographic” are qualifying terms that provide a way of
looking at research and critically thinking about how we make knowledge claims.
Qualitative does not describe a form of research that is independent and distinct from
another form of research. Ethnographic, qualitative research skills, the same as
quantitative methods, are an assortment of assumptions we make about how to conduct
research. We will begin this course by quickly moving away from formulaic beliefs that
too often divide quantitative and qualitative research and talk much more substantively
about what it is that sets “qualitative research” apart from other approaches. In other
words, it would be absurd to assume that only qualitative researchers talk to research
subjects (interviewing), take notes (field notes) and make social observations
(participation and observation). It would be equally problematic to presume that
qualitative research never deals with numbers or quantifiable patterns. For this reason,
among others, we will begin the semester by discussing how the qualitative-quantitative
divide should be understood in terms of philosophical assumptions and less about
procedural and skill related differences.
In selecting readings, discussion topics, and assignments, I have chosen to approach this
course in a way that is both methodological and theoretical. In stating this, I realize that I
am potentially bringing together two of the least comforting words in the sociological
vernacular. I recognize that studying method can quickly become a humdrum of technical
procedure and the study of theory one of abstraction. Believe me, I do not intend to
surrender to a semester of abstracted procedure. In fact, I consider the opposite to be true.
Research methods likely become numbingly procedural and theoretical arguments
problematically abstract when they are divorced of each other. Discussing them together,
I believe, will facilitate a study of method—a methodology—in which we are open to ask
epistemological AND ontological questions about the reality we are intent on observing
and measuring. Let me give you an idea of what I mean:
Looking at the prerequisites for this course, we see two method and two theory courses
listed.
· Sociology 300 - Methods of Research in Sociology
· Sociology 307 - Data Analysis and Presentation
· Sociology 310 - Foundations of Social Inquiry
· Sociology 311 - Contemporary Social Theory
You have all been asked to take not one, but a double helping of both theory and method.
In our study of method (a philosophy of science) we will ask why seemingly the same
phenomena are approached in different ways (even across different disciplines). Is one
method enough or do we need more? Are some methods right and others wrong? Why
not simply employ a multi-method approach that incorporates every method? In studying
the ontological foundations of methods, we will address these questions. Throughout this
class, I will invite you not only to think about qualitative methods, but how explicating
the assumptions which underlie them will facilitate new ways for us to think about
sociology as a discipline and the social phenomena which you are interested in studying
within sociology.
I hope to impress this focus on methodology from the beginning, as it will be a focus
throughout the semester. Discussing the philosophy of science is important given that
sociology is understood to be a social science. In this discipline, we are encouraged and
persuaded to be scientists. What distinguishes sociology from other disciplines is not the
subject matter we discuss. Race, Gender and Class are as much concerns in the
humanities as they are in Sociology. What sets us apart, then, if not what we study, are
the assumptions we make about the phenomena in our epistemological approach to
studying it. It should be clear to most of you by now that you cannot be a sociologist and
do sociological research without engaging the scientific narrative (and even be pressured
to privilege it). Even for those who are critical of the modernistic assumptions which
underlie scientism, to be a sociologist, you still need to frame your opposition in respect
to science. We cannot do sociology without science as our reference point. Thus, we will
not only take up a discussion of qualitative methods, but we will explore their
assumptions and question what those assumptions reveal to us about how we can
scientifically explore social phenomena and question whether ethnography ought to be
considered a scientific endeavor.
Learning Objectives
Each course at BYU has a set of expected student learning outcomes. The outcomes
emphasized in this class are:
· Graduates know the full range of methodologies, the basic epistemological
assumptions associated with each, the criteria for evaluating quality research,
and how to select and implement the appropriate method to test a hypothesis
or address a research question.
· Graduates know how to code and interpret qualitative data.
Assignments and Grade Scheme
Beyond thinking and writing about qualitative methods and their underlying assumptions,
we will be taking them up and using them in this course with the ultimate goal of
developing a presentable research topic and question. To this end, we will each write and
present research proposals. Along way, as we prepare our proposals, we will discuss the
logic and intent which underlie traditional research proposals in light of a hermeneutical
critique. Thus, additional assignments are intended to be supportive to our efforts of not
merely writing a proposal, but critically engaging what is intended by “proposing”
research and the role that a proposal plays in the research process. Please see the attached
Course Calendar for specific assignments and due dates.
**My Disclaimer**
Whether you have already begun writing a research proposal, have a drafted proposal
from an earlier course, or simply have a rudimentary idea of something you might want
to learn about, please consider this course as a time to develop and process these ideas.
It is true that a good grade will require consistent follow through on each of the
proscribed assignments, but a quality learning experience requires more. As a methods
course, the material we will be covering is meant to facilitate you in your ability to deal
with the social issues and concerns that you find compelling. I am not providing you with
something to think and care about. That is up to you. My role, as I view it, is to present a
new way, a “qualitative” way of thinking about and talking about those interests.
Point Distribution
Participation
1. Class Participation (my evaluation)
2. Group Participation (peer evaluation)
20 pts.
(20%)
10 pts.
10 pts.
Reading Points
10 pts.
3. Completing required readings (through Blackboard Quizzes)
(10%)
Method Training Exercises
4. Field Journal (10 entries)
5. Interviewing (at least two interviews)
a. Informal (typed notes)
b. Formal (transcribed notes)
20 pts.
(20%)
10 pts.
Reading and Reviewing an Ethnographic Text
6. Review of Black Like Me
10 pts.
(10%)
10 pts.
Proposal Writing
40 pts.
7. Reviewing Peer Proposals
8. Research Proposal (three drafts)
a. 1st draft (research topic and question)
b. 2nd draft (question, literature and methodology)
c. 3rd and final draft (revision of 2nd draft)
(40%)
5 pts.
TOTAL
(100%)
5 pts.
5 pts.
100 pts.
5 pts.
10 pts.
20 pts.
Breakdown of assignments:
Participation On Mondays and Wednesdays we will all meet together in a typical
lecture and discussion setting. From these days, I will assess and give points based on my
own assessment of class participation and attendance. We are a relatively small class;
therefore your body in a chair and voice in the discussion will make a difference to our
learning environment. Please consider them both required.
After the first few weeks of class, you will each be divided into groups (based on
your shared interests in research topics). Each Friday, you will meet in the class room but
divide into your respective groups. In these groups you will share your own work, hear
about that of others and share with each other the scholars you have found who use
qualitative methods in your specific fields. Each student will be asked to lead discussions
and present their own research questions to their groups. For the second half of your
participation grade, you will be asked to assess the degree of involvement for each of
your fellow group members.
Reading Points For each day that an assigned reading is listed on the Course
Calendar there will be a “QUIZ” posted in Blackboard. The quiz is a one point, single
question quiz in which you will be asked whether you completed the entire reading, yes
or no. Answering yes results in one point and answering no in zero points (there will be
no half points for half reading). The quiz on Blackboard will close ten minutes before the
start of class after which time you will no longer be able to access it. You must finish
your reading and the quiz before the day for which it is assigned. Missing class is no
excuse for missing a reading quiz as the quiz is on-line. As with attendance, I expect you
to attend and I expect you to read.
The ten points for this portion of your grade will be an overall percentage from all
the readings. For example, completing 18 of 20 readings equals 90%, which converts to a
score of 9 points. I will allow for four missed readings, so your total number of
completed readings will be divided by a number that is four less than the actual total
number of assigned readings.
Methods Above all, ethnographers privilege participant observation and
interviewing. We will discuss and begin practicing both techniques. You will be required
to begin maintaining a field journal and focusing your research topics through formal and
informal interviews. A complete field journal, for this class, should have at least 10
entries (about one for each week of class). We will discuss in class what constitutes a
journal entry.
In addition to recording your observations and thoughts, you will all be required
to conduct interviews and research conversations on your respective topics. You will
submit to me your notes from each of these interviews, one of which needs to be recorded
and transcribed.
Review of Black Like Me In addition to learning about ethnographic research, we
will read an ethnographic text in this class. I will provide an outline which you will
follow in responding to Griffen’s writing and work as an ethnographic researcher.
Proposal Writing We will spend the second half of the semester developing
research proposals. This is clearly the bulk of your grade and our focus in this class. I
hope to stress again that this is a moment for you to explore questions and interests which
you have come across in earlier courses. I will read and respond to two drafts (the first
and the third) and you will all be asked to read and respond to two of your peers drafts
(the second draft).
Grading Scale
A
93-100
B-
79-81
D+
67-69
A-
89-92
C+
76-78
D
63-66
B+
86-88
C
73-75
D-
60-62
B
82-85
C-
70-72
E
59 and lower
Sexual Harassment Policy
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any
participant in an educational program or activity that receives federal funds. The act is
intended to eliminate sex discrimination in education. Title IX covers programs,
admissions, activities, and student-to-student sexual harassment. BYU’s policy against
sexual harassment extends not only to employees of the university but to students as well.
If you encounter unlawful sexual harassment or gender based discrimination, please talk
to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24hours); or contact the Honor Code Office at 378-2847.
Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere
which reasonably accommodates qualified persons with disabilities. If you have any
disability which may impair your ability to complete this course successfully, please
contact the Services for Students with Disabilities Office (378-2767). Reasonable
academic accommodations are reviewed for all students who have qualified documented
disabilities. Services are coordinated with the student and instructor by the SSD office. If
you need assistance or if you feel you have been unlawfully discriminated against on the
basis of disability, you may seek resolution through established grievance policy and
procedures. You should contact the Equal Employment Office at 378-5895, D-282 ASB.
Honor Code
In an age where getting ahead of your peers is sometimes equated with success in life,
people can feel like getting ahead by any means necessary is well worth it. Plagiarizing
and/or using other people’s work without appropriately citing them, is dishonest. No
matter the worth of the assignment, it is not worth cheating for. As your instructor, I will
notice instances of cheating on assignments or plagiarizing on papers. See
http://www.byu.edu/honorcode for specific examples of intentional, inadvertent
plagiarism, fabrication, and falsification.