SYLLABUS FOR QUALITATIVE RESEARCH METHODS AND …



SEQ CHAPTER \h \r 1SYLLABUS FOR QUALITATIVE RESEARCH METHODS AND ANALYSISTo hold the conviction that we know enough already and don’t need to know others’ stories is not only anti-intellectual; it also leaves us, at one extreme, prone to violence to others.-- I. E. SeidmanSOC 3156, Fall 2009Dr. Janelle WilsonQualitative Research Methods & AnalysisCina 228b12:00-1:40 p.m., T,TH 726-6364Cina 202jwilson2@d.umn.eduPurpose/Objectives of this CourseClass participants will learn about and employ qualitative research methods in their study of human behavior and social life. A number of approaches will be introduced (including, for example, participant observation, interviewing, and action research). Class participants will gain an appreciation for and understanding of the ethical dimensions of research in the social sciences. Assigned research projects will engage each class participant in the process of research. Class FormatThis class will combine lecture, discussion, and in-class group activities. The idea is to run the class like a seminar -- working toward an atmosphere where ideas are exchanged and research experiences are shared. On occasion, class time will be lab time – i.e., an opportunity for you to engage in observation and data collection in various settings.Textbooks/Required ReadingsThere are two required books for this course:Qualitative Methods in Social Research, by Kristin Esterberg. Boston: McGraw-Hill, 2002.Slim’s Table: Race, Respectability, and Masculinity, by Mitchell Duneier. Chicago: The University of Chicago Press, 1992.Additional required reading (On Library Reserve – Online Resources):" 'Justify My Ideology': Madonna and Traditional Values" (Wilson & Markle). Popular Music and Society 16(2), pp. 75-84. 1992. "Creating Knowledge Collaboratively with Female Sex Workers: Insights from a Qualitative, Feminist, and Participatory Study," by Stephanie Wahab. Qualitative Inquiry, volume 9, pp. 625-642, 2003. "Degrees of Separation: An Ourstory About Working-Class and Poverty-Class Academic Identity," by Kelly Clark/Keefe. Qualitative Inquiry, volume 12, pp. 1180-1197, 2006. Course RequirementsResearch Assignments: We will take a “hands-on” approach to qualitative research, and thus will, on occasion, engage in activities (small group discussions, thought exercises, etc.) in the classroom. In addition to in-class activities, you will be expected to complete 4 required assignments (worth 50 points each) and a research project proposal (worth 100 points). The assignments are as follows:Assignment 1: Micro-EthnographyPlace yourself at a particular location (e.g., a coffee house, shopping mall, airport, etc.). Bring a notepad with you and take field notes. For a minimum of 20 minutes (on two separate occasions) observe the people around you –What are they doing?What social positions do they occupy?How are they enacting their roles?What are their sentiments/emotions?How does social context influence – even constrain – their behavior?What is the body language?Are they conforming to social norms?Organize your field notes and write a 2-3-page report of your findings. Plus, address the following: Why did you select this setting? What did you learn from your data gathering experience? Did you encounter any problems in conducting this observation study? Describe. Did you participate in this setting, or were you an unobtrusive observer? If you participated, how might you have influenced what you observed? (Be sure to attach your field notes to your report).Assignment 2: Conducting an InterviewYou will design an interview schedule for an unstructured or semi-structured interview, conduct the interview, transcribe it, and share what you have learned or gained from the experience. Be sure to obtain informed consent from your informant. With your informant’s permission, tape record the interview. Select your potential informant on the basis of your interests and goals. For example, maybe you would like to interview an older relative of yours as a way of learning more about your family history; or maybe you would like to interview someone who is currently working in a field that you hope to work in someday as a means of learning more about what that job entails; maybe you would like to interview a person who is a member of a particular subculture so as to better understand the values, beliefs, and norms in that particular subculture. (These are just some ideas).In a 3-5 page paper, describe how you identified your potential informant and how you went about obtaining consent. How did you arrive at the questions for the interview schedule? (Be sure to attach both the Interview Schedule and the Consent Form to your paper).Assignment 3: A plan for Action ResearchFor this assignment, refer to Exercise 1 on page 149 of the Esterberg text – ‘Consider a group that you might like to conduct activist research with. Outline a strategy that you might use to begin your research. How might you identify stakeholders? How might you get the process started while still allowing participation by the coresearchers? What strategies can you think of to ensure full participation?’ In your 2-3 page reaction paper, also address the following: Why did you select this group? Following an Action Research approach, what particular research methods would be useful or relevant in carrying out this research? Assignment 4: The Power of PicturesUse the photovoice method as a way to learn more about particular issues in your community. This may mean that you employ the method in a community or neighborhood in your home town, a community or neighborhood in the Duluth area, or perhaps the campus community. Due to the difficult logistics (and anticipated expense) of truly having all of the potential research participants take pictures in the way that the photovoice method suggests, you will play the role of both researcher and participant. That is to say, you will identify yourself as a member of a particular group or community and will take pictures that capture issues representing that group. As you examine the pictures, you will then collaborate with fellow members of the group (to the extent possible) to address relevant questions, such as:What do you see here?What is really happening?How does this relate to our lives?Why does this problem (or strength) exist?What can we do about it?In a 3-5 page paper, describe how you went about selecting the group you studied using the Photovoice method. What challenges did you encounter? What did you learn from the photos? On the day that an assignment is due, each class participant will briefly share his/her “findings” with the class (this is mandatory; without this component, 10 points will automatically be docked from the score). Qualitative Research Project ProposalYou will write a 10-15 page research prospectus. Select a topic you wish to study, conduct a literature review, describe what qualitative methods you would employ in your study (and how), and describe what theoretical perspectives guide your proposed research. In addition, identify potential challenges in carrying out this research, and suggest strategies that might help you pursue this work. At the end of the semester, each of you will present your proposals to the class.Please turn all of these assignments in on time (due dates are indicated in the course outline). For each day that an assignment is late, five points will be docked from the score (this is in addition to the 10 point penalty for failing to share findings with the class on the due date). If a week has passed since the due date, the assignment will not be accepted.ExamsThree essay exams will be given over the course of the semester -- each worth 100 points. Make-up exams will be given only under exceptional circumstances.GradesA total of 600 points is possible:4 Assignments @ 50 points each200 pts.Research Proposal @ 100 points100 pts.3 Exams @ 100 points each 300 pts. 600 pts.Final grades will be determined by dividing the total number of points earned by the total number of points possible. The resulting percentage will be converted into a letter grade according to the following scale:93 - 100% = A78 - 79% = C+90 - 92% = A-73 - 77% = C88 - 89% = B+70 - 72% = C-83 - 87% = B68 - 69% = D+80 - 82% = B-60 - 67% = D59% & below = F AN IMPORTANT NOTE ON ACADEMIC INTEGRITY: Academic dishonesty tarnishes UMD's reputation and discredits the accomplishments of students. UMD is committed to providing students every possible opportunity to grow in mind and spirit. This pledge can only be redeemed in an environment of trust, honesty, and fairness. As a result, academic dishonesty is regarded as a serious offense by all members of the academic community. In keeping with this ideal, this course will adhere to UMD's Student Academic Integrity Policy, which can be found at: HoursI encourage you to drop by and talk with me if you are having difficulty or if you just want to discuss the class material (or say ‘hello’). If the times listed below are not convenient for you, see me after class and we will arrange an appointment at a mutually satisfactory time.3:00 - 4:00 p.m., Mondays2:00 – 3:30 p.m., TuesdaysIf you have any disability, either permanent or temporary, which might affect your ability to perform in this class, please inform me of your situation at the start of the semester. Adaptation of methods, materials, or testing may be made as required to provide for equitable participation.NOTE ON CLASSROOM BEHAVIOR: The classroom is a place of mutual respect and tolerance.I need your cooperation in creating this kind of atmosphere. During class, please do not read the newspaper or talk to your neighbor while the professor or a fellow classmate is talking; and if you must bring a cell phone to class, please turn it off. The University's Student Conduct Code can be found at: OutlineThis course outline indicates the key topics which will be dealt with, the reading assignments, and the dates of exams and due dates for assignments.Week 1Introduction to courseWeek 2The Naturalistic ParadigmSensitizing Concepts; Sampling StrategiesEsterberg, Chapters 1-2Week 3Ethics in Social ResearchEsterberg, Chapter 3 Week 4Ethnographic Field StrategiesInitial reactions to Duneier’s studyOverview of “The Third Place”Esterberg, Chapter 4; Duneier, Chapters 1-7Although the term observer suggests passivity, a participant-observer in the fieldis at once reporter, interviewer, and scientist.--Blanche GeerWeek 5Discussion of Duneier’s bookInterviewing Esterberg, Chapter 5 (pp. 83-108); Duneier, Chapters 8-10Thursday, October 8: Assignment 1 DueWeek 6Focus GroupsEsterberg, Chapter 5 (pp. 108-113) and Chapter 10Thursday, Oct. 15: Exam 1Week 7Unobtrusive Measures in Research; Historiography and Oral TraditionsCase StudiesEsterberg, Chapter 6 Thursday, Oct. 22: Assignment 2 DueWeek 8Content Analysis; Data InterpretationEsterberg, Chapter 8; Reserve Article (“Justify My Ideology…”)Week 9Action ResearchEsterberg, Chapter 7; Reserve Article (“Creating Knowledge Collaboratively…”)Week 10AutoethnographyReserve Article (“Degrees of Separation…”)Week 11Narrative AnalysisEsterberg, Chapter 9Thursday, Nov. 19: Exam 2Week 12Feminist Qualitative ResearchTuesday, Nov. 24: Assignment 3 DueNo Class on Thursday, Nov. 26 (Thanksgiving)We cannot live other people’s lives, and it is a piece of bad faith to try. We can but listen to what, in words, in images, in actions they say about their lives....Whatever sense we have of how things stand with someone else’s inner life, we gain it through their expressions, not through some magical intrusion into their consciousness. It’s all a matter of scratching surfaces.-- Clifford GeertzWeek 13Tuesday, Dec. 1: Assignment 4 DueEmotions and ResearchWeek 14Tuesday, Dec. 8: Qualitative Research Proposal DueStudent PresentationsWeek 15Student Presentations con’t. + Wrap upFinal Exam: Tuesday, Dec. 22 8:00 – 9:55 a.m.The critical distinction is between reality (what is really out there, whatever that may be), experience (how that reality presents itself to consciousness), and expressions (how individual experience is framed and articulated). In a life history the distinction is between life as lived (reality), life as experienced (experience), and life as told (expression). Only a naive positivist would believe that expressions are equivalent to reality and we recognize in everyday life the gap between experience and its symbolic manifestation in expression.-- Edward M. BrunerQualitative Research Project ProposalDue: Tuesday, December 8Fall 2009J. WilsonThis assignment represents an opportunity for you to propose a particular research project that would employ qualitative research methods. The sections of the proposal and their corresponding point values are described below: Introduction: Present the topic you wish to study and demonstrate its significance. State why you are interested in doing this research. Present your research questions. (20 pts.)Literature Review:Discuss the extant research that has been done on this topic. Note the types of methodologies that other researchers have used in their research. (20 pts.)Methods: Explain the method(s) you would use to collect and analyze the data. Why would you use those particular qualitative methods? How should you deal with issues of reliability and validity? What methodological problems might you encounter, and how might you deal with them? Address the ethical dimension to your research. How would you deal with issues of informant anonymity, confidentiality, etc.? (30 pts.)Reflection/Self-Evaluation: Attempt to anticipate, and discuss, the effects that personal factors, such as age, gender, socio-economic status, etc. might have on your research. Do you anticipate special liabilities or advantages? How would you establish rapport? (20 pts.)Class Presentation: At the end of the semester you will give a 10-12 minute class presentation, explaining your research proposal, and inviting feedback/ideas about carrying out the research project. (10 pts.)(And, of course, you will include a bibliography. You may use whichever documentation style you prefer, as long as it is consistent). ................
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