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Soc 2680 Exam 2
Manning may create evil exams but I'm cooler than her so...
| Question | Answer |
|---|---|
| When are interview techniques suitable for data collection | when you wish to gather very detailed info. You anticipate wanting to ask more about responses. There will be lengthy responses. Topix is complex or may be confusing to respondents. Topic involves studying process. |
| What is a semi structured interview? | Researcher has a topic they would like to hear from the respondent, but the questions are open-ended and may not be asked in same order to each respondent. In in-depth in interviews , primary aim is to hear from respondents what they think is important |
| Characteristics of an open-ended question | Questions for which a researcher does not provide answer options. Require participants to come up with their own words, phrases, or sentences to respond. |
| What is an interview guide? | list of questions or topics that the interviewer hopes do cover during the interview. FLEXIBLE!!! |
| What is a focus group? | When multiple respondents participants participate in an interview at the same time. |
| When is a focus group beneficial? | Helpful when topics are brought up that the interviewer especially or even respondents might not have thought about. Anyone in the group may learn from anyone else in the group. |
| What is an oral history | Oral histories are studies done to preserve knowledge of a historical event, which knowledge for may be dying out. Typically recorded interviews with individual present for or with extensive knowledge of the event. |
| When is appropriate to use videography as a data collection method? | Interviews, focus groups, and ethnographies. Typically, when an audio or visual record would better supplement missing data from a written record. |
| Pros of videography | Verifies self-reported data, serves as a performance measurement, more detailed data including body language. |
| Cons of videography | Requires knowledge of cameras. Better questions may need to be asked. |
| What are code and coding? | Code is a shorthand rephrasing of some more complex set of issues or ideas. The process of identifying codes in others qualitative data is referred to as coding. |
| What is deductive coding? | the approach used by research analysts who have a well specified or pre-defined interest utilizing specific or pre-defined interests. |
| What is interpretive coding? | when the analyst elaborates on these preliminary codes, making finer distinctions within each coding category. |
| What is inductive/ open-ended coding? | begins with the identification of general themes and ideas that emerge as the researcher reads through the data. |
| What is focused or axial coding? | Coding involves collapsing or narrowing themes and categories seeming to be related. Naming them, identifying passages or data that fit each named category or them. |
| Steps involved in analyzing qualitative data | 1) Open Coding 2)Focused Coding 3) Building a Data Table 4) Analysis & Write-Up |
| What is field research? | a qualitative method of data collection aimed at understanding, observing, and interacting with people in their natural settings. I |
| When is field research appropriate? | it enables the duplication of “in context” conditions that influence behavior, and provides the behavior with its meaning. context” is the only place where the behavior can accurately be observed |
| What is an ethnography? | being out in the real world and involved in the everyday lives of the people they are studying. |
| Pros of field research? | 1. It yields very detailed data. 2. It emphasizes the role and relevance of social context. 3. It can uncover social facts that may not be immediately obvious, or of which research participants may be unaware. |
| Cons of field research? | 1. gathering very detailed information means being unable to gather data from a very large number of people or groups; 2. it may be emotionally taxing; and 3. documenting observations may be more challenging than with other methods. |
| Types of participant observation? | 1. Complete Participant 2. Participant as Observer 3.Observer as Participant 4. Complete Observer |
| What does getting in mean in the context of field research? | Becoming a participant of the site. |
| What is Reliability? | Reliability in measurement is about consistency. If a measure is reliable, it means that if the same measure is applied consistently to the same person, the result will be the same each time. |
| What is Validity? | To be valid, we must be certain that our measures accurately get at the meaning of our concepts. |
| Internal validity | that it does, in fact, test the very thing it seeks to test |
| External validity | study is generic to other situations and contexts, beyond the current project. They also want it to reflect real world environments where the phenomena occur and to prove that it was not due to chance that they got the findings they did. |
| What is a variable? | A variable refers to a grouping of several characteristics. |
| What is an Attribute? | Attributes are characteristics |
| Nominal style of measurement: | At the nominal level of measurement, variable attributes meet the criteria of exhaustiveness and mutual exclusivity. This is the most basic level of measurement. |
| Ordinal style of measurement: | attributes at the ordinal level can be rank ordered, though we cannot calculate a mathematical distance between those attributes. We can simply say that one attribute of an ordinal-level variable is more or less than another attribute |
| Interval style of measurement: | At the interval level, measures meet all the criteria of the two preceding levels, plus the distance between attributes is known to be equal. No true zero. Not very common. |
| Ratio style of measurement: | at the ratio level, attributes are mutually exclusive and exhaustive, attributes can be rank ordered, the distance between attributes is equal, and attributes have a true zero point. |
| What is a unit of analysis? | the entity that you wish to be able to say something about at the end of your study, probably what you would consider to be the main focus of your study. |
| What is a unit of observation? | the item (or items) that you actually observe, measure, or collect in the course of trying to learn something about your unit of analysis. |
| What is an extraneous variable? | An extraneous variable is a variable that may compete with the independent variable in explaining the outcome. |
| Homogeneous sampling | the same in terms of a specific characteristic of study |
| Heterogeneous sampling | diversity in terms of a specific characteristic of study. |
| Population | the population is the cluster of people, events, things, or other phenomena in which you are most interested. It is often the “who” or “what” that you want to be able to say something about at the end of your study. |
| Sample | sample is the cluster of people or events, for example, from or about which you will actually gather data. |
| What is a Probabilistic sample? | probability sampling refers to sampling techniques for which a person’s (or event’s) likelihood of being selected for membership in the sample is known. |
| What is a non-probabilistic sample? | is the method of choice when the population is not created equal and some participants are more desirable in advancing the research project´s objectives. |
| What is generalizability | Generalizability refers to the idea that a study’s results will tell us something about a group larger than the sample from which the findings were generated. |
| Qualities of random selection | The first criterion is that chance governs the selection process. The second is that every sampling element has an equal probability of being selected |
| What is sampling error | the degree to which your sample deviates from the population’s characteristics. It is a statistical calculation of the difference between results from a sample and the actual parameters of a population |
| Random error | sampling error is due to chance |
| Systemic error | there is some bias in the selection of the sample that makes particular individuals more likely to be selected than others. |
| Simple Random Sample | list every single element, of their population of interest. they number each element sequentially and randomly select elements from which they collect data. To select elements, researchers use a table of numbers that have been generated randomly. |
| Systematic sampling | As with simple random samples, you must be able to produce a list of every one of your population elements. Once you have done that, to draw a systematic sample you would simply select every kth element on your list. |
| Periodicity | refers to the tendency for a pattern to occur at regular intervals |
| Stratified sampling | In stratified sampling, a researcher will divide the study population into relevant subgroups and then draw a sample from each subgroup. |
| Cluster sampling | occurs when a researcher begins by sampling groups (or clusters) of population elements and then selects elements from within those groups. |
| Purposive sample | researchers begin with specific perspectives that they wish to examine in mind, and then seek out research participants who cover that full range of perspectives |
| snowball sample | a researcher might know of one or two people he or she would like to include in the study, but then relies on those initial participants to help identify additional study participants. |
| quota sample | identifies categories important to the study and for which there is likely to be variation. Subgroups are created based on each category and researcher decides how many people to include from each subgroup and collects data from that number for each |
| convenience sample | To draw a convenience sample, a researcher simply collects data from those people or other relevant elements to which he or she has most convenient access. |
| Sampling frame | a list of people or subjects you want to draw sample from |
| discussion guide | interview guide but for focus groups |
| digital ethnography | applies observational research to an online setting |
| Being covert | a researcher's ability to hide their identity when observing people in the street or in public when there is no expectation of privacy |
| Building Rapport | establishing trust and a relationship with study participants |
| Literary Digest | Cautionary tale. Happened in 1936 sent out 10 million post cards and got 2.4 million back. Forgot to factor lower to lower middle class. Non- response bias. Favored Landon over Roosevelt and suffered because of it. |
| Reflexivity | past. Reflections on how the researchers' backgrounds, beliefs, and experiences influence their decisions and interpretations. |
| Positionality | future. how the researchers' backgrounds, beliefs, and experiences may influence their decisions and interpretations of their data. |
| cronbach's alpha | tests reliability for a composite variable. 1= perfect reliability typical 0.7 or greater internally reliable |
| Concept | Idea that can be named, defined, and measured in some way |
| Operationalize | Determine how concepts will be measured |
| Measurement/ Variable | Representations that capture different dimensions, levels, or categories of a concept |
| Binary Variable | Used to represent qualitative variables. Can only have two values like 0 or 1, yes or no, success or failure etc. |
| Face Validity | Is it logical and actually measuring what it intends to measure. |
| Content Validity | Does the measure capture all the important meanings or dimensions of the concept. |
| Predictive Validity | How well does it predict relevant outcomes |
| Construct validity | relates to other measures |
| Convergent Validity | look for existing measures of the same or similar concept |
| Discriminant validity | look for measures that are distinct or unrelated |
| Systematic error | measure consistently produces incorrect data- typically in one direction. |
| Acquiescence bias | Says yes to all questions |
| What is democracy and public policy network? | They provide critical information to help citizens and policymakers understand their environments better so they can make decisions that best aim to serve the public good. |
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