Socy 3401-201
Field Methods
Summer 2006
Instructor: Eleanor A. Hubbard
Class: 12:45-2:20 M-F; Educ 136
Office: Ketchum 10 Office Hours: Before and after class and by appointment.
Home Phone: 303-494-9718; Email: hubbarde@colorado.edu
Mailbox: Sociology Department, Ketchum 219
Course Content
Field research methods (also know as ethnographic research or qualitative methods) differ significantly from other approaches to understanding social life. Qualitative researchers situate the research within the social setting, with the researcher actively observing and sometimes participating in the members’ activities, whereas quantitative methods typically involve the analysis of responses to surveys and questionnaires, the observation of human activity in laboratory settings, or the study of documents and records that were left by the group studied. This course is intended to provide you with the theoretical perspective and the research tools needed to conduct original research “in the field.” You will gain an understanding of and hopefully an appreciation for ethnographic methodology while working with a team of your student colleagues. You will be expected to connect sociological theory to qualitative methods, understand the differences between qualitative and quantitative methods, and develop expertise in using the methodology. You will not be a passive recipient of knowledge in this class, because you will be expected to actively participate in in-depth research, lively discussions, written and oral assignments, and individual and group assignments. I hope that you will leave this course knowledgeable about field methods, with the ability to do original research, and the ability to use your sociological imagination.
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Course Requirements
1. Eight ethnographic theory and practice assignments; see separate assignment sheet for details; Individual assignments are due 7/12, 7/13, 7/14, and 7/17. Team assignments are due 7/17, during the assigned group feedback session, 7/31, 8/2, 8/4 (worth 25% of your grade).
2. Individual class attendance and participation; (worth 10% of your grade)
A. Class attendance, participation and any assignment individual or group activity
3. A mid-term exam; 7/19 (worth 15%)
4. An ethnographic research project; see separate assignment sheet for details; (worth 50% of your grade).
A. A team oral presentation; when assigned (worth 20% of this grade)
B. A team 12-15 pp. written presentation; 8/11 (worth 80% of this grade)
1. Attendance/participation: Attendance is expected, as is class participation. Students are expected to actively engage the course, by being prepared for and participating in all class sessions. Regularly throughout the semester, but unannounced, I have in-class individual and group activities which are graded (see course requirements, # 2). When a student misses a class, for whatever reason, it is the obligation of the student to check with another student for lecture/discussion notes, but any documentation for why the student missed is not expected or wanted. No student will be penalized for missing class or assignments due to religious holidays, but of course the student is expected to complete all work.
2. Missed classes due to illness: There will be lots of sharing in this class, but please don’t share your germs. I prefer that when a student is sick, particularly contagious, that s/he does not come to class.
3. Email communication-Any information sent via email is considered, per university policy, an official communication. I do communicate with my classes regularly by email, so please check your email regularly.
4. Assignments: All individual assignments must be the work of the individual student. Feedback will be given on every assignment in a timely fashion; it is expected that future assignments will reflect the feedback given. All group assignments must be (as nearly as possible) the equal work of all members. This means that each member attend all preparation meetings, that work is distributed by mutual agreement, and that presentations, both oral and written, reflect the work of all the participants. If group work is a hardship for any student, I may negotiate an alternate assignment; otherwise, students are expected to participate actively in any group assigned.
5. Written work: It is expected that all written work will be submitted electronically; please notify me as soon as possible if this is a hardship. Standard English is expected, as is careful editing of all written assignments for spelling, punctuation, and grammar. In addition, all papers must be typed double-spaced, and page numbers included. Appropriate parenthetical citations from scholarly sociological sources are expected whenever you use an idea which is not your own (see plagiarism below). Either American Psychological Association (APA) or Modern Language Association (MLA) style may be used but APA is preferred. All style manuals are available on-line.
6. Late assignments policy: All written assignments are due electronically at least one hour prior to the beginning of the class of the day it was assigned or if a hard copy is expected, it must be submitted at the beginning of the class period. Late assignments may be turned in at any time until the end of the semester with a penalty of two letter grades lower. If students know they will be unable to complete an assignment on-time, they may notify me in writing prior to the due date that the assignment will be late and indicate a date on which it will be completed. If due to an emergency, students do not know they will be unable to complete an assignment on-time, they may notify me in writing up to five days after the assignment was due with proper documentation included (a doctor’s note, or a funeral notice; for instance). No excuse is necessary if the professor is notified prior to the assignment’s due date, and no penalty will be exacted if students meet their own deadlines. However, late papers will not be graded until all on-time assignments have been graded and will not receive written comments from the professor. Any assignment submitted no later than the beginning of the class prior to the due date will be given a 5% increase in grade. These will be graded with the on-time assignments. All oral assignments must be presented on the date negotiated between the professor and the student or group, unless the professor is notified, and other arrangements can be made (this is usually impossible). If a student cannot do all the necessary work for a group assignment and/or appear on the date of a scheduled oral presentation, that student must do a written assignment, negotiated with the professor.
7. Honor Code-When requested, the student must sign the honor code for any written work: On my honor, as a University of Colorado at Boulder student, I have neither given nor received unauthorized assistance on this (test, paper, work, or assignment)
8. Plagiarism: Any material copied from another source without proper citation is plagiarism and will be punished according to university guidelines. You will not find web sites selling term papers particularly useful for this class, because of the unique nature of the assignments. However, you should note that your work may be evaluated through TurnItIn.com, a plagiarism service provided to all faculty members at CU-Boulder, and that this service retains a copy of the submitted work for future comparisons.
9. Grading: Grades will be distributed on a standard scale of 90-100 % equals A, etc. Any student who disagrees with a grade should contact me as soon as possible. Extra credit will be given only in extreme circumstances, negotiated between the student and the instructor.
10. Disabilities: If you qualify for accommodations because of a disability, please submit a letter from Disability Services to me in a timely manner so that your needs may be addressed. Disability Services determines accommodations based on documented disabilities (Disability Services is located in Willard Hall 322, 303-492-8671 and on the web at www,colorado.edu/disabilityservices). Even if you do not quality for disability accommodations, it is my intent and my desire to work with all students so that they can perform at the highest level of which you are capable. Giving me information about your needs is the best way for me to work with you well.
12. Sexual harassment: CU’s policy on sexual harassment applies to all students, staff and faculty. Sexual harassment is unwelcome sexual attention. It can involve intimidation, threats, coercion, or promises or creates an environment that is hostile or offensive. Harassment may occur between members of the same or opposite gender and between any combination of members in the campus community: students, faculty, staff, and administrators. Harassment can occur anywhere on campus, including the classroom, the workplace, or a residence hall. Any student who believes s/he has been sexually harassed should contact the Office of Sexual Harassment (OSH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Additional information including campus resources available to assist those who believe they have been sexually harassed can be obtained at: www.colorado.edu/sexualharassment/
COURSE OUTLINE
Week Date Topic Assignment
1 7/11 Introduction/Overview
7/12 Theory of Fieldwork Nacirmea Assignment # 1 due
7/13 Doing Fieldwork Assignment # 2 due
7/14 Data Collection Assignment # 3 due
2 7/17 Writing a Proposal Assignment # 4 due
7/18 Data Analysis
7/19 Writing Ethnography Mid-term Exam
7/20 Research Day
7/21 Research Day
3 7/24 Methdology/Research Setting
7/25-27 Group One-on-one Feedback Sessions Assignment # 5 due
7/28 Data Analysis
4 7/31 Theoretical Perspective Assignment # 6 due
8/1 Literature Review
8/2 Oral/Written Presentations Assignment # 7 due
8/3 Group Work
8/4 Group Work Assignment # 8 due
5 8/7 Re-capping Ethnographic Research
8/8 Group Work
8/9-11 Oral Presentations Final Paper due
Ethnographic Research Theory and Practice Assignments
The purpose of ethnographic research assignments # 1-3 is for you to demonstrate that you can find appropriate articles for each topic and analyze them. These assignments will be individually produced. The purpose of assignment # 4 is to propose research that will be completed during this class period. Part of this assignment is individually produced and part of this assignment is produced by the group.
Assignments # 1-3 should be 2-3 pp. in length, typed double spaced, and are due electronically by the beginning of the class session assigned. Complete bibliographic information must be included for each article used in these assignments. A bibliography of relevant books (listed on p. 8 of the syllabus) have been placed on reserve in Norlin Library for you to use to complete assignments 2, 3. You are not required to use the books on reserve in completing these assignments, however, any article you select (including ones you might find on the internet) must be scholarly and relevant to the topic. You will be graded on the quality of your selection as well as your analysis of it. These assignments plus the individual parts of assignment # 4 must be submitted electronically (MS Word attachment preferred) to hubbarde@colorado.edu, and an on-time assignment will be sent no later than one hour before the beginning of the class session assigned. I recommend that you keep a hard copy of the assignment with your class notes, as you will be asked to refer to them in class occasionally. This is very important: The file name of your attachment for assignments 1, 2, 3, 4, should be your last name plus the assignment number; so if I were to send in assignment # 2, the file name would be hubbard2.
The purpose of ethnographic research assignments # 5-8 is for your team to demonstrate that you can do ethnographic research. These assignments will be produced in groups.
If assignments # 5-8 are done properly, they should be part of the group final research report. There is no length limitation on these assignments, and they will be graded on quality and completeness not on length. These assignments must be submitted by a hard copy. On the day prior to the day assignment, the individual(s) who completed this task, will present all of their team members with an electronic copy. Each team member will review the document, make revisions, and the document agreed to before the hard copy is submitted. Important: You must have everyone on your team sign off on any document submitted.
Assignment # 1: Ethnographic Research Topics (due 7/12 produced by you) Select a scholarly ethnographic research study that is of interest to you from a current edition of one of the following journals available in Norlin Library in the Periodicals Section: Journal of Contemporary Ethnography, Urban Life, Symbolic Interaction, or Qualitative Sociology. For this assignment only, you must access one of these journals in Norlin, you may not use the internet. Make sure the article is scholarly, ethnographic, and research-oriented (not theoretical). It is important, if possible, to select an article about a topic that you think you might like to pursue for your own research. Give complete bibliographic information for the article chosen and then discuss the site chosen by the researcher, the methods used, and the conclusions reached. Also discuss why this article was of interest to you and whether or not you would like to do similar research. Include a photocopy of the article selected.
Assignment # 2: Understanding Qualitative Research (due 7/13 by you) Write a 2-3pp. essay discussing your understanding of qualitative research. Define in your own words all relevant concepts, and discuss the differences and similarities between qualitative and quantitative research. Cite at least one of the books on reserve.
Assignment # 3: Data Collection (due 7/14 by you) Select and study a scholarly article that discusses methodology: either participant observation or intensive interviewing. Give complete bibliographic information for the article chosen, select three important ideas from the article, and discuss how they apply to your research interests. This assignment will give you a theoretical foundation for data collection.
Assignment # 4: Writing a Proposal (due 7/17, part 1, 2 by your team; part 3, 4 by you) Parts 1, 2 will not be graded, but teams must continue to work on them until they are approved. Parts 3, 4 will be graded. 1) Follow the guidelines for writing a proposal in this syllabus entitled The Ethnographic Research paper. Each team will write a one-page proposal using the model given in the syllabus on p. 7. This proposal must have my approval and the approval of the HRC and may need to be re-written. In addition, the team will submit a one-page work plan (who will do what). 2) Each team will also submit an interview schedule (a list of interview questions), you intend to ask your interviewees and a copy of the informed consent form (handed out in class) completed with information relevant to your project. 3) Each student will write a one-page critique of a research report written for this class previously. The research reports available to critique are listed on p. 9 of the syllabus and are on electronic reserve under my name and the course number. 4) In addition, each student must take the HRC (Human Research Committee) tutorial at www.citiprogram.org and send me a copy of the results.
Assignment # 5: Participant Observation (due by your team during your one-on-one group feedback session) Each team member will submit a complete set of their field notes taken during at least 5 hours in the field.
and
Assignment # 5: Intensive Interviews (due by your team during your one-on-one group feedback session) Each team member will submit the notes taken of at least 2 interviews of no less than an hour in length.
Assignment # 6: Methodology and the Research Setting/Interviewee Section (due 7/31 by your team) In this paper, discuss your research question, your thesis statement, the methodology you used and why you selected your research setting. What excited you about this setting? What concerned you? What were the issues of gaining access? Do an assessment of the ethical implications of your choice including but not limited to appropriateness, ethical concerns, any risks for those in the setting, and personal risk and consequences. Participant Observation: Describe in thick and rich detail the characteristics of your research setting. Describe the place, the people, and what they do. Intensive Interviews: Describe each of your interviewees giving relevant information that does not compromise anonymity.
Assignment # 7: Theoretical Perspective/Literature Review (due 8/2 by your team) The purpose of this assignment is for you to develop a theoretical perspective for your paper that helps to explain your findings. Review the web-site http://Socsci.colorado.edu/SOC/SI/index.htm on Symbolic Interactionism (SI). In addition, find an article/chapter that discusses a mid-range theory like gender that you think will help you analyze your data. Write an essay that discusses SI and your mid-range theory and how they are applicable to your research, and write a literature review. You must have a works cited page, indicating which style manual you used to cite your sources.
Assignment # 8: Data Analysis Section (due 8/4 by your team) This paper should be the data analysis section of your paper.
Qualitative research is very labor intensive, but it also can be and should be fun. The most important way to make the project fun, or at least interesting, is to choose your topic carefully. This is the first phase of ethnographic research: choosing what you are interested in doing and deciding how you are going to accomplish it (the research proposal). The research proposal must include the question guiding your research (given you only have a semester to complete your research, I suggest strongly that you have no more than one narrowly defined question). The second phase of the research involves carefully collecting empirical materials (data) through either participant observations or intensive interviews. The last phase of the research is to make sense of your observations sociologically. This will require defining your research question and thesis statement, writing a literature review, creating a theoretical framework, analyzing your data thoughtfully, and writing up your research.
This is not research that can be accomplished a few days before the research paper is due. The eight ethnographic theory and practice assignments are designed to assist you through a step-by-step approach to learning qualitative research. This course is very demanding, and you must keep up with each of the assignments in order to complete the research by the end of the semester. Do expect to spend at a minimum of 4-6 hours a day outside of class to complete this course.
This is very important: In order for research conducted at the University of Colorado to be ethical and prevent, as much as possible, any harm coming to humans, all research conducted by students and faculty alike must be reviewed by the Human Research Committee (HRC)). There is particular concern about unnecessarily affecting vulnerable populations, like children or institutionalized adults and asking intrusive questions, like questions about drug use or sexual activity. You will receive additional information about the HRC and your obligations to the committee in class. All research must be authorized by the HRC before you can begin
Each team is expected to produce two final products: a written presentation approximately 12-15 pp. in length and an oral presentation of your research. The written report should follow the format provided on p. 10 of this syllabus. The panel format of the oral presentations will allow each student the opportunity to present a brief overview of their research.
Group Deadlines for the Oral/Written Presentations
Proposal --due 7/17 (assignment # 4)
Data Collection—due during group one-on-one feedback session (assignment # 5)
Methodology and Setting section—due 7/31 (assignment # 6)
Theoretical Perspective/Literature Review—due 8/2 (assignment # 7)
Data analysis section—due 8/4 (assignment # 8)
Rough Draft—no later than 8/7 (not a requirement of the course, but strongly recommended)
Oral presentation—8/9-11
Final Paper—due 8/11
The Individual and Group Research Experience
All learning is essentially an individual experience, although many students find that working cooperatively in a group enhances their individual learning. You will have opportunities to do both this semester. Assignments 1-3, and part of assignment # 4, and your attendance and participation in class must be accomplished as an individual. In order to make it possible to complete original research in the course of five weeks, you must complete the rest of the work as a team. However, there will be many opportunities for you to work independently on this group research, but you must collaborate with your team members in order to have a complete product. I expect the work to be divided equally, and I will take many opportunities throughout the course to assess how well groups are doing the work equitably.
Important: All students are expected to participate in a group research project (this is the most expeditious for all concerned given the time constraints of this course). I am aware that some students find it very difficult to work in groups. Although I consider group work a valuable part of your educational experience, I will allow a few students to do individual research projects. All assignments must be completed (no exceptions) on-time individually.
Research Proposal (Assignment # 4)
due 7/17
The purpose of the research proposal is to assist you in designing your research project. When you design your own research, use the following format. You may work individually or in dyads. I will review the proposal, make suggestions, and if needed ask you to re-write the proposal until the proposal meets the requirements of the class and the Human Research Committee.
Proposal Author: Eleanor A. Hubbard
Proposal Title: “God Bless America! Who says it, when and how is it used, what do they mean, and how do others interpret it?
Proposal Abstract: Since 9/11, there has been an increasing use of the phrase God Bless America, particularly in political situations. Using a symbolic interactionist approach, I intend to investigate the social meanings of this phrase; who says it, when and how is it used, what do they mean, and how is it interpreted by others? The research question guiding my research is: How do individual members of a society create meaning for themselves with a commonly used phrase? I will be using grounded research methodology: doing informal interviewing and taking field notes when the phrase is used, coding them for analysis, reviewing the literature on civil religions, and writing and presenting a final research report.
Proposal Timeline: (review the deadlines published in the syllabus and include here a timeline that takes into account your schedule)
Socy 3401 Bibliography (On reserve in Norlin Library)
Bauer, Martin W. and G. Gaskell (eds.) (2000) Qualitative Research With Text, Image, and Sound: A practical handbook. Thousand Oaks: Sage
Berg, B.L. (1995) Qualitative Research Methods for the Social Sciences. 3rd ed. Boston: Allyn & Bacon.
DeWalt, K. & B. DeWalt,. (2002) Participant Observation: A guide for fieldworkers. Walnut Creek: AltaMira.
Ely, M. (1991) Doing Qualitative Research: Circles within circles. London: Falmer Press.
Fetterman, David (1998) Ethnography Step By Step. 2nd ed. Thousand Oaks: Sage.
Holliday, A. (2002) Qualitative Research Practice: A guide for social science students and researchers. London: Sage
Holstein, J.A. & J. F. Gubrium. (1995) The Active Interview. Thousand Oaks: Sage.
Kvale, S. (1996) Interviews: An introduction to qualitative research interviewing. Thousand Oaks: Sage.
Lofland, J. and L. H. Lofland (1995) Analyzing Social Settings: A guide to qualitative observation and analysis. 3rd ed. Belmont, CA: Wadsworth Publishing Co
Marshall, C. & G. B. Rossman. (1999) Designing Qualitative Research. 3rd ed. Newbury Park: Sage.
Marvasti, A. (2004) Qualitative Research in Sociology. London: Sage.
Mason, K. (1996) Qualitative Researching. Thousand Oaks: Sage.
Ritchie, J. & J. Lewis (eds.) (2003) Qualitative Research Practice: A guide for social science students and researchers. London: Sage.
Rubin, H. J. & I. S. Rubin. (1995) Qualitative Interviewing: The art of hearing data. London: Sage.
Seidman, I.E. (1998) Interviewing as Qualitative Research: A guide for researchers in education and the social sciences. 2nd ed. NY: Teacher’s College Press.
Silverman, D. (2000) Doing Qualitative Research: A practical handbook. Thousand Oaks: Sage.
Silverman, D. (ed.) (1997) Qualitative Research: Theory, Method, and Practice. Thousand Oaks: Sage.
Taylor, S. & R. Bogdan. (1998) Introduction to Qualitative Research Methods: A guidebook and resource. 3rd ed. NY: Wiley.
Weinberg, D. (ed.) (2002) Qualitative Research Methods. Malden, MS: Blackwell Publishers.
Weis, L. & M. Fine. (2000) Speed Bumps: A student-friendly guide to qualitative research. NY: Teachers College Press.
Woolcott, H. (1995) The Art of Fieldwork. Walnut Creek: AltaMira.
Woolcott, H. (1999) Ethnography: A way of seeing. Walnut Creek: AltaMira.
If you need assistance with writing your literature review or your final written report, these resources are also on reserve:
Galvan, J. (2004) Writing Literature Reviews: A basic guide for students of the social and behavioral sciences. Glendale: Pyrczak Publishing.
Pyrczak, F. & B. Randall (2005) Writing Empirical Reports: A basic guide for students of the social and behavioral sciences. 5th ed. Glendale: Pyrczak Publishing.
Model Research Papers/Articles
Socy 3401
These articles are on electronic reserve
Baynham, Hannah (2004) How Much for a Lap Dance? The interactions between exotic dancers and clientele and who holds the power within the relationship
Courtney, Patrick (2004) Altered Identities: How college students who identify as sports fans change their behavior.
Datta, Nandini (2004) How You Doin’? A look at how Asian Indian students adapt to “culture shock” when they move to the US to pursue a higher education
Evans, Kristen (2003) “Must We, Must We, Must We Increase Our Busts?” Development of relationships between women and their breasts.
Heyl, Lauren-Marie (2004) What Have You Been Up To? Volunteer involvement in Christian ministry
Hilligoss, Spencer (2004) “What’s ‘fun’ Without a ‘Cold One’?” Exploring the connection between party habits and social interaction.
Huckabee, Lear (2004) “Pink is for Girls; Blue is for Boys!” How children create and maintain their identities in a gendered school environment.
Jorge, Kara (2004) “Tats What Makes Me…Me:” the constructed meanings and social implications of tattoos.
Lort, Allison (2004) Jock and Jill: The gender dynamics of athletic and leadership roles on a co-ed sports team.
Mathis, Lacey (2004) Not Just a Cup of Joe: The Starbucks experience.
Murphy, Elizabeth (2003) Don’t Eat the Pickles! The social ecology of a bingo hall.
Peetz, Joseph (2004 “Hey…Do You Know Where the Weight Room Is?” A study of control and gender at the college recreation center.
Poncelow, Jennifer (2004) Patterned Behavior on a Path: The role of scripts, social hierarchies and power in pedestrian behavior.
Raiten, Aurora (2004) Boys in Eyeliner, Girls in Combat Boots: Symbols of gender variance among members of the Gothic counterculture
Stoops, Amber (2004) “Drop and Give Me Fifty!” An in-depth look at the gender dynamics of a small workout group.
Swenson, Lauren (2004) Are You Ready For Some Football (Along With an Identity Crisis)? Understanding ex-professional football players identity transition following retirement
Telfer, Marie (2004) Make-Up Your Mind: Implications of appearance and beauty.
Tumey, Lenore (2004) Don’t Mind the Gap: Maintaining community across geographical divides through the use of internet chat groups.
Wadlington, Serena (2004) Like a Square Peg in a Round Hole: Racial socialization patterns of parents of Black and biracial children in a predominately White community
Whitley,
Cameron Lawrence Heidi Raeann (2003) “Don’t Take My Identity From Me!” An
ethnographic study of gender variance and queerness.
RESEARCH REPORT FORMAT
Title Page: Title, author’s name, course, date on a separate page
Abstract: a summary of the paper on a separate page
· research context and question
· type of study
· results and major findings
· interpretation of the findings
Body of the Report
Introduction
· grab the reader’s attention
· present the research question and why your study is important
Methodology
· how were data collected, coded, and analyzed
· specifically what did you do
· specifically how did you do it
Literature Review
· a theoretical perspective and why it helps to explain your study
· a review of the relevant literature that supports your ideas
· use appropriate sources cited parenthetically to support your arguments
Findings
· present your results, highlighting the most important findings
· explain and interpret your findings sociologically using your theoretical perspective
· use appropriate sources cited parenthetically to support your arguments
Conclusions/Summary
· restate your research question
· review and summarize your findings
· indicate if additional research is needed
Works Cited
· alphabetical by author listing of all sources cited in paper
Appendix
· if you did intensive interviews, then you must include the interview schedule
· any other background information needed for your reader to understand your paper