FIELD RESEARCH METHODS
SOCY 3401.001/3401.002
SPRING 2006
Instructor: Matthew C. Brown Sociology Dept. Office: Ketchum 219
Office: Ketchum 310 Sociology Dept. Phone: 303.492.6410
Office Hours: T & R 2:30 – 3:15 Mailbox: Ketchum 219
Office Phone: 303.492.3203 Email: brownmc@colorado.edu
You are responsible for everything in this syllabus, the text, articles, the registration handbook, and material covered in lecture.
This course designed to provide you with the guidance and tools to conduct original research “in the field” on a topic of your choice. Field research (a.k.a. ethnography) stands our as a research method because of the close relationship between the researcher and the participant. Most social science research strives to be objective and often requires that the researcher never interact directly with the participants. Typically, survey responses are analyzed, individuals are observed in a laboratory setting, or documents are examined for their content. In contrast, ethnography embeds the researcher in the social phenomena of interest as the researcher observes and interacts directly with the participants. This makes for a fundamentally different research experience and findings.
There are three “moments” of ethnography and there are three complimentary aspects to this course. First, we will discuss the “how to” of field research. Second, you will engage in a field study where you apply what you have learned. Last, you will write an ethnography that connects your findings with existing sociological theories. A set of 10 assignments will help break down your field research project into manageable parts. By the end of the semester, you should have an understanding of the three moments of ethnography and understand some of the contemporary critiques of ethnography.
DISABILITY STATEMENT
If you have specific physical, psychiatric, or learning disabilities and require accommodations, please let me know by the end of the third week of the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Disability Services Office in Willard 322 at 303.492.8671.
Lofland, John, David Snow, Leon Anderson, and Lyn H. Lofland. 2006. Analyzing Social Settings: A Guide To Qualitative Observation and Analysis, 4th Ed. Belmont, CA: Thomson Wadsworth.
A collection of essays and chapters that will be available on WebCT.
1. This course is labor-intensive. You will need to spend a lot of time outside of the classroom in your field setting to succeed in the class. I estimate that you will spend at least five hours a week in your setting and two hours writing your field notes.
2. Readings for the day need to be completed before the class meeting. Class activities and discussions will primarily draw from the assigned readings.
3. This class will be taught as a workshop. Therefore, talking, working, and thinking with others are an important part of this class. In order for discussions to take place, you will be required to share your experiences and questions. I will encourage all students to express opinions, critiques, and thoughts about others’ comments and experiences. Remember, that we will be discussing the ideas, philosophies, and methodologies of field research, not each other.
4. All assignments, questions & answers, and activities must be turned in on time. I do not accept electronic versions.
5. Attendance: Due to the communal workshop construction of this class, your attendance is required and will be a small part of your final grade. A few absences are anticipated during any semester. However, if you miss more than two class meetings I will penalize you 10% of the total course points and each additional absence will increase your penalty by 5% of total course points.
3rd absence is worth ……………………………………..….25 points.
4th absence and each additional absence ………………12.5 points.
6. Questions & Answers: Every class you will be required to arrive with three questions and answers. I will collect these ten times during the semester. These will be acknowledged, but not graded. This assignment is to provide all of us with a place to start at the beginning of class. If you miss the day that I collect these questions and answers, you miss the opportunity to submit them for credit.
Each question & answer is worth 5 points……5 x 10 = 50 points.
7. Assignments: You will be able to get each assignment from the class’s WebCT page. All assignments must be typed, double-spaced, font size 11 or 12, 1 inch margins (top/bottom, left/right), left justified, and use correct spelling and grammar. If you have grammar difficulties, I suggest you buy Strunk and White’s “The Elements of Style.” It is a small book with lots of information about grammar and writing. It does not cover everything, but is an excellent resource for most grammar questions. I own one.
Each assignment is worth 10 points………………10 x 10 = 100 points.
8. Final Paper: The final third of the class will be spent specifying the organization and content of this 20-page paper that will be due on Thursday, April 27th 2006 by 5 p.m.
Final paper …………………………………………………… 100 points.
The following provides the class topics, readings (R) and assignments (A) that are due for that day. This schedule is tentative and any modifications will be announced on the class’s WebCT page. On days designated as “Individual Meetings” we will not meet as a class, but each of you will have the opportunity to meet with me to discuss your project.
Date Reading and/or Assignment
1/17 Course Introduction
1/19 Overview & Critiques: R - Van Maanen; Lofland et.al. Intro
GETTING STARTED
1/24 Library Research
1/26 A – Model Paper
1/31 Starting Where You Are: R – Lofland et.al Ch. 1
2/2 Evaluating Data Sites: R – Lofland et.al. Ch. 2; A – Decision of Research Setting
GATHERING DATA
2/7 Getting In: R – Lofland et.al. Ch. 3
2/9 Logging Data: R – Lofland et.al. Ch. 5 (p. 81-98; 108-115)
2/14 Issues in the Field: R – Brown; A – Description of Research Setting
2/16 Interviewing: R – Lofland et.al. Ch. 5 (p. 99-107; 116)
2/21 Individual Meetings: A – Informed Consent
2/23 Individual Meetings
2/28 Getting Along: R – Lofland et.al. Ch. 4
FOCUSING
3/2 Thinking Topics: R – Lofland et.al. Ch. 6; A – Field Notes
3/7 Asking Questions: R – Lofland et.al. Ch. 7
3/9 Arousing Interest: R – Lofland et.al. Ch. 8
3/14 Concepts: A – Focal Topic Paper
3/16 Individual Meetings: A – Field Notes
3/21 Individual Meetings
ANALYZING DATA
3/23 Coding: R – Lofland et.al. Ch. 9
3/28 Spring Break
3/30 Spring Break
4/4 Coding: A – Field Notes
4/6 Coding
WRITING THE ETHNOGRAPHY
4/11 Writing Methods and Data Sections: R – Lofland et.al. Ch.10; A – Data Analysis
4/13 Writing Ethnography; Writing Fiction: R – Clifford
4/18 Writing Race: R – Ladson-Billings
4/20 Power: R - Wilson
4/25 Writing an Ethnography
4/27 Introduction and Conclusion Sections: A – Literature Review
5/2 Q&A about final paper
5/4 A – Final Paper