RESEARCH QUESTIONS - SAGE Publications

 THREE

RESEARCH QUESTIONS

Research is detective work, and every case begins with a mystery, a question about social life. Just as good detective work depends upon a welldefined mystery, high-quality research is led by appropriate and clear questions. Adequate questions are a central component of high-quality research, because characteristics of questions greatly shape other design decisions, such as the types of data (content, origin, form) and data generation techniques that make sense given the question.

Suitable questions for social research are about the who, what, where, when, why, and how of social life and can be answered using the methods of social research.

The questions leading social research are simply that--questions about characteristics, causes, consequences, processes, and meanings of social life. Research can examine questions about the who, what, where, when, why, and how of social life; it can explore "so what" questions about the consequences of how the world is organized and the consequences of specific human behaviors. What social research cannot do is tell us what should be evaluated as moral or immoral. Social research is a toolbox of rules, conventions, and techniques for discovering what is; philosophy, ethics, and religion are ways to assess what should be. That said, while social research is not capable of making moral evaluations, it most certainly is the way to generate data upon which to base such evaluations. Data describing the characteristics, causes, and consequences of events such as prison overcrowding, delinquency, urbanization, and

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Chapter 3.Research Questions

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so on can be evidence upon which to make the moral evaluations that in and of themselves lie outside the capabilities of social research.

Methodological thinking requires the ability to identify and evaluate questions written by others as well as the ability to write questions for research you are designing.

IDENTIFYING RESEARCH QUESTIONS IN PUBLISHED RESEARCH

Evaluating the quality of published social research requires evaluating research questions; yet before this can happen, the questions leading the research must be identified. An important skill in reading and evaluating research is the ability to identify research questions.

Because a research question is simply that--a question--it would seem that they should be written as questions. Sometimes that is true. Yet it still can require quite careful reading to find these questions in published research, as seen in the following examples.

Example 3.1: The question leading the research on "Addicts' Narratives of Recovery" is somewhat hidden in a paragraph in the section Sample and Methods. This section is as much about what the researchers are not interested in as about what they are interested in:

What we sought to do was not to critically assess individuals' accounts of their recovery experience in order to produce a genuine ex-addict group, but rather to look at the process of coming off drugs from the perspective of the drug users themselves. Our question was not "have they genuinely managed to become ex-addicts," but "what is the nature of the individuals' accounts of their recovery and in what ways might the recounting of those narratives be part of the recovery process?" [emphasis added] (lines 94?100)

Rather than writing questions as questions, it is more common for researchers to transform questions into statements.

Example 3.2: In "The Digital Identity Divide," readers are told that "this article considers the complex ways that schools and universities perpetuate the digital divide" (lines 23?24). Quite a bit later, we learn that "this study uses narrative inquiry to investigate how holding a technology identity subtly influences academic and social life at the university setting" (lines 105?107). Although these are statements, notice how easy it is to turn them into questions: What are the complex ways that schools and universities perpetuate the digital divide? How does holding a technology identity subtly influence academic and social life at a university setting?

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METHODOLOGICAL THINKING

Example 3.3: In "Identity Threat and Dietary Choices," readers learn that researchers "investigated whether members of non-White immigrant groups choose and consume American food as a way to convey that they belong in America" (lines 17?18). Considerably later in the article, researchers tell us they "investigated whether the motivation to convey an identity can also bring about actual dietary decline" (lines 47?49). Notice, again, how these statements are easily understood as questions: Do members of non-White immigrant groups choose and consume American food as a way to convey that they belong in America? Does the motivation to convey an identity bring about actual dietary decline?

When reading research, it is important that you figure out what questions are being asked. Very often, this requires some detective work, because questions can be in the middle of paragraphs and they might be in the form of statements rather than questions. Often research questions are located in statements beginning with phrases such as "in this study," "here we examine," "we are interested in," "the purpose of this study," and so on. Exhibit 3.1 shows how research questions actually appear in the articles in the appendix. You should notice how common it is for questions to appear as statements--and how easy it can be to translate these statements to questions.

When you cannot locate research questions even with careful reading, consider that perhaps the questions might only seem to be missing, because the article was written for people who have specialized knowledge that you do not have--knowledge allowing them to understand what is not explicitly stated. At the same time, do not assume that the problem is yours, because not all published research is high-quality research characterized by clear and obvious questions. In such cases, slow down in your reading and be very attentive to keeping the critical/skeptical stance, because ambiguous or missing questions can be an indication of less-than-quality research.

The lesson here is when writing research, be sure to include specific questions; when reading research, be sure that you identify the specific questions being examined. Simply stated, you cannot evaluate the extent to which research resolves a mystery if it is not clear what mystery was being investigated.

CONSTRUCTING RESEARCH QUESTIONS

An important skill in designing research is developing the ability to write good questions. Unless you will be replicating (simply redoing) research already done by someone else, constructing research questions can be a messy process, often starting only with fuzzy ideas about interesting topics. If you are designing a research project, it is best to expect that writing good

Exhibit 3.1 Research Questions in Published Research

Title/Author

Questions as They Appear in the Article

Abramowitz/Saunders: "Exploring the Bases of Partisanship"

[W]e test[ed] the social identity theory by examining the influence on party identification of membership in a wide variety of social groups (lines 63?64).

Bowser: "Ethnography of Racial Identities"

[hypothesis]: There is now a hierarchy of public identities based upon perceived ethnicity and Muslim affiliation...This hierarchy is acted out through social interaction...in [public] (lines 73?76).

Goode: "The Digital Identity Divide"

Guendelman/Cheryan/Monin: "Identity Threat and Dietary Choices"

This article considers the complex ways that schools and universities perpetuate the digital divide (lines 23?24).

This study uses narrative inquiry to investigate how holding a technology identity subtly influences academic and social life at the university setting (lines 105?107).

We investigated whether members of non-White immigrant groups choose and consume American food as a way to convey that they belong in America (lines 17?18).

We investigated whether the motivation to convey an identity can also bring about actual dietary decline (lines 47?49).

Question Form

What is the influence on party identification of membership in a wide variety of social groups?

Is there a hierarchy of public identities based on perceived ethnicity and Muslim affiliation?

Is this hierarchy acted out through social interaction in public spaces?

How do schools and universities perpetuate inequality?

How does a technology identity influence academic and social life in a university setting?

Do members of non-White immigrant groups choose and consume American food as a way to convey that they belong in America?

Does motivation to convey an identity bring about actual dietary decline?

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(Continued)

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Exhibit 3.1(Continued) Title/Author McIntosh/McKeganey: "Addicts' Narratives of Recovery"

Odland: "Unassailable Motherhood, Ambivalent Domesticity" Ridner/Walker/Hart/Myers: "Smoking Identities and Smoking Behavior"

Stretesky/Pogrebin: "GangRelated Gun Violence"

Questions as They Appear in the Article

Question Form

We are...interested in the way in which [narratives of recovery] may be used by addicts as an integral part of [their recovery] (lines 24?26).

How do drug addicts use narratives of recovery to help them recover from drug use?

What is the nature of the individuals' accounts of their recovery and in what ways might the recounting of those narratives be part of the recovery[?] (lines 98?100)

[same]

I examine how Ladies' Home Journal...participated in the discursive construction of maternal identity (lines 38?40).

How did Ladies' Home Journal participate in the discursive production of maternal identity?

The purpose of this study was to examine smoking identity and smoking behavior among college students. The specific aim was to explore the relationship between smoking identity and the number of days smoked in the past month (lines 51?54).

What is the relationship between smoking identity and smoking behavior among college students?

What is the relationship between smoking identity and the number of days smoked in the past month?

This study considers how gangs promote violence and How do gangs promote violence and

gun use (lines 1?2).

gun use?

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