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SOC 7150: Qualitative Research Seminar
Leon Anderson
Class Hours:Wednesday1:30-4:00 p.m. in Huntsman Hall 132 (bottom floor)
Office Hours: Monday 1-2pm; Friday 9-10am, and by appt
Office:Old Main 216D
Required Texts:
Analyzing Social Settings(4th ed.) by John Lofland, David Snow, Leon Anderson, and Lyn Lofland.
Writing Ethnographic Fieldnotes(2nd ed.) by Robert Emerson, Rachel Fretz, and Linda Shaw
A set of other required readings will be available on Canvas.
Course Description and Objectives:
This course provides a hands-on introduction to qualitative methods in the social sciences.The aim of the seminar is to broaden and sharpen your methodological imagination and skills by familiarizing you with a set of methodological strategies and techniques that typically require the practitioner to learn about the topic of investigation from their informants and to spend time “in the field” (that is, in the real-life settings constructed and maintained by those being studied)participating in, observing, recording, and analyzing the behaviors, activities, and productions of those individuals or collectivities.While there are many kinds of “qualitative” data, we will focus our attention primarily on the two mainstay methods used in fieldwork:participant observation and intensive interviewing.Additionally, we will explore focus group interviewing as a valuable supplemental research strategy.
In attempting to broaden and sharpen your understanding of qualitative field work and analysis, this seminar will be organized in terms of two specific goals:(1) to provide you with a critical appreciation for the fieldwork/ethnographic/qualitative tradition;(2)to instruct you how to conduct field research (data collection and analysis) that is descriptively interesting and analytically illuminating.
Course Work
1.Fieldwork:Participant Observation and Fieldnotes.You will be required to spend a minimum of 44hours in participant observation research in one or more field settings in the eleven week period between September13 and November 29. Field observations are ESSENTIAL to this class. Additionally, you should expect to spend an hour of time writing fieldnotes for every hour you are in the field. If you will be unable to commit this amount of time to field observation, YOU WILL NOT BE ABLE TO PASS THIS COURSE AND YOU SHOULD WITHDRAW PRIOR TO THE START OF CLASSES.
2. Interviewing.A significant part of the course will involve training in interviewing skills.You will be required to conduct one complete in-depth qualitative interview or focus group interview, transcribe, code, and analyze the interview during the course.
3.Data Coding and Analysis.In this course you will learn principles of qualitative data coding and analysis that are used by practitioners of grounded theory/analytic induction/realist ethnography.You will be responsible for developing a set of data-emergent coding categories and coding your fieldnotes and interview data.You will also learn the technique of proto-analytic memoing during the fieldwork process.
4.Class Participation.Since the viability of the seminar depends in large measure on your participation, you are expected to be prepared to discuss the assigned readings even if you are not responsible for one of the week’s topic readings. You will be asked to turn in your responses to the discussion questions each week.
5.Research Paper.You are expected to draft and revise a paper (approximately 10-12 pages in length) that describes your research and addresses one or more analytic issues that inspired and/or emerged from your research.I will provide a format for the paper so you know how best to organize it.
6.Research Presentation.The last two weeks of the semester will be devoted to presentations of field research.
7.Institutional Review Board Training. If you have not completed IRB training that is required for all social science research conducted at Utah State University, you will be required to do so for this course. You should complete the online training prior to the start of this class. Information on USU’s IRB training can be found on the web at:.You will receive a training certificate.
You will also be responsible for completing an IRB Protocol online using the USU Protis program. We will work collectively as a group and individually as needed with me to complete IRB processes and receive approval for your fieldwork. You will not be able to begin fieldwork until you have received IRB approval.
8.Portfolio.At the end of the semester you will submit a hard copy or e-copy portfolio of your coursework.This will include:
- Copy of your IRB training certificate
- Fieldnotes
- Transcription of at least one interview you conducted
- List of the analytic coding categories you developed to analyze your fieldnotes
- Two drafts of your research paper
- First draft
- Revised draft after receiving constructive feedback from others in the class
- Copies of the constructive evaluations of your research from two other members of the class
- Your responses to the weekly discussion questions
Course Grading
Your final grade will be based on the quality of your performance with respect to the above itemized responsibilities and assignments.The allocation of pointsfor each set of responsibilities is as follows:
*Fieldnotes20%
*Transcribed Interview10%
*Data Coding and Memoing20%
*Weekly Discussion Question Responses10%
*Class Participation15%
*Research Paper & Presentation25%
Course Schedule
Task to be completed before first class if at all possible:
If you have not already done so, complete the CITI Module Training. This is required to conduct research with human subjects at USU. You can access the training at:
You will receive a training certificate. Save it so you can include it in your final course portfolio. If you find this difficult to access or complete, we can discuss in class and you can complete it during the first week of classes. You will not be able to submit an IRB proposal until you have this certification.
Week One (August 30):Introduction and Course Overview
In class:
*Personal introductions
*Course description
*Mini-lecture:Pragmatically Evaluating Topics and Research Sites/Groups
*Example of a Fieldstudy:Snow and Anderson’s Down on Their Luck
Tasks to Prepare for Coming Week
- Complete readings and write responses to Discussion Questions 1(connected to readings)
- Spend an hour or two in each of two potential research settings and write evaluative summaries drawing on the Research Site and Group Evaluation Checklist
Readings to be completed for first class:
Analyzing Social Settings, Chapter1 (pp. 1-14) andpages 34-39 inChapter 3 (part on “Types of Settings”)
Readings from Canvas:
Dair Gillespie, Ann Leffler, and Elinor Lerner. 2002. “If It Weren’t for my Hobby, I’d Have a Life: Dog Sports, Serious Leisure, and Boundary Negotiation.”
Elizabeth Murphy and Robert Dingwall, “The Ethics of Ethnography”
Gary Alan Fine, “Ten Lies of Ethnography”
Week Two (September 6): Preparing for Fieldwork
In class:
*Discussion Questions 1
*How is Qualitative Research Different from and Similar to Other Research Methods?
*Ethics in Fieldwork Discussion
*Potential Research Site Discussion
*IRB Goals and Process (Guest Discussant)
*Mini-lecture: Informed Consent/LOI forms and scripts
Tasks for the coming week:
- Complete readings and write responses to Discussion Questions 2
- Compose a draft Informed Consent Form or Letter of Information
Readings for next seminar meeting:
Analyzing Social Settings, Chapters 2: Evaluating Data Sites and 3: Getting In
Writing Ethnographic Fieldnotes,Chapters 1: Fieldnotes in Ethnographic Research & 2: In the Field (pp. 1-43)
Readings from Canvas:
C.J. Pascoe, “What if a Guy Hits on You?” Research Appendix from Dude You’re a Fag: Masculinity and Sexuality in High School.
Week Three (September 13):Getting Started: Protis IRB Proposal Process
In-class:
*Continuing Discussion ofexploratory field experiences
*Discussion Questions 2
*Protis proposal drafting (in Yun Kim Population Research Lab)
Tasks for the coming week:
- Revise Informed Consent Form or Letter of Information as appropriate
- Continuing work on Protis IRB proposal as appropriate
- Write responses to Discussion Questions 3
Week Four (September 20): Expanding the Data
In-class: *Mini-Lecture: Supplemental Data: The Planned and the Serendipitous
* Mini-Lecture: Autoethnography
*Discussion Questions 3
*Mini-lecture: Fieldnote Basics (how to set up initial fieldnote files)
*Mini-lecture:Early Fieldnotes & Jottings
Readings for next seminar:
Analyzing Social Settings, Chapter 4:Getting Along and 5:Logging Data (except pp. 99-108)
Note: In Chapter 5, you do not need to read pp. 99-108 until next week since they discuss interviewing. Butread especially closely pp. 108-117 (read this shorter treatment of writing up fieldnotes prior to reading the extended discussion in Writing Ethnographic Fieldnotes chapters)
Writing Ethnographic Fieldnotes,Chapters 3 & 4: Writing Fieldnotes I and Writing Fieldnotes II (pp. 45-127)
Readings from Canvas:
Michael Quinn Patton, “Purposive Sampling.” From Qualitative Research and Evaluation Methods, 3rd ed.(Sage 2002).
Tasks for the coming week:
- Spend at least 4 hours in fieldwork and write fieldnotes (if IRB approved)
- Write responses to Discussion Questions 4.
Week Five (September 27):Logging Data:Fieldnotes
In-class:*Fieldnote Writing Discussion (incl. Discussion Questions 4)
*Fieldnote sharing (1 paragraph from your fieldnotes)
*Mini-Lecture: Qualitative Sampling Techniques
Tasks for the coming week:
- Spend at least 4 hours in fieldwork and write fieldnotes (if IRB approved)
- Write responses to Discussion Questions 5.
Readings for next seminar:
Analyzing Social Settings, Chapter 5, pages 99-108 (section on Interviewing)
Writing Ethnographic Fieldnotes,Chapter 5: Pursuing Members’ Meanings (pp. 129-169)
Readings from Canvas:
Carol A. B. Warren, “Qualitative Interviewing.” From Handbook of Interview Research
Week Six (October 4):QualitativeInterviewing
In-class:*Fieldwork updates
*Mini-Lecture:Types of Qualitative Interviewing and “Individual Interviewing” Strategies
*Mini-Lecture: Introduction to Focus Group Interviewing
*Mini-Lecture:From Fieldnotes to Interviews:Finding Issues and Questions
*Discussion Questions 5:Members’ Meanings in Fieldwork and Interviews
*Puzzlement & Jottings Discussion: What is interesting you?
Tasks for the coming week:
1.Spend at least 4 hours in fieldwork.
2.Write fieldnotes.
- Start creating a set of “puzzlements and jottings” through which you begin to develop a set of questions that you can develop into an “interview guide” for an individual or focus group interview. These should emerge in large part from issues related to your fieldwork.
4. Submit current fieldnotes to me by email by Monday, October 2, forFieldnote Feedback 1
Readings for next seminar(all from Canvas):
Richard Krueger and Mary Anne Casey, Focus Groups, Chapters 4 & 5
Blake D. Poland, “Transcription Quality” From Handbook of Ethnography
Week Seven (October 11):Focus Group Interviewing I
In-class:*Fieldwork updates
*Interview Guide sharing
*Focus Group Process Lecture
*Focus Group Role Assignments
Tasks for the week:
1.Spend at least 4 hours in fieldwork.
2.Write fieldnotes.
3.Put together a draftinterview guide for individual or focus group interview.
Readings for next seminar:
Week Eight (October 18): Focus Group Interviewing II
In-class:*Mini-Lecture: Focus Group Process
*Focus Group:The Time Demands of Graduate Student Life
Tasks for the week:
1.Spend at least 4 hours in fieldwork.
2.Write fieldnotes.
3. Put together a draft interview guide for individual or group interview.
4.Identify an individual or group of individuals to interview, ask them and set a date.
5.Conduct the interview if possible.
6.Begin transcribing interview if you do it.
7. Submit current fieldnotes to me by email by Monday, October 23 forFieldnote Feedback 2
Readings for next seminar:
Analyzing Social Settings, Chapter 6:Thinking Topics
Writing Ethnographic Fieldnotes, Chapter 6: Processing Fieldnotes(pp. 171-199)
Week Nine (October 25):Processing Qualitative Data:Memoing and Coding
In-class:*Fieldwork updates
*Memoing and coding discussion
*In class memoing and coding practice (from last week’s focus group)
Tasks for the week:
1.Spend at least 4 hours in fieldwork.
2.Write fieldnotes.
3.Conduct the interview if not done yet.
4.Begin to transcribe interview.
5. Complete Memoing and Coding Exercises (on Canvas as Discussion Questions 6)
6.Bring copies of your Category Files for two coding categories to class next week to discuss.
Readings for next seminar:
Analyzing Social Settings, Chapter 7:Asking Questions
Readingson Canvas:
Jack Katz, “Ethnographic Warrants”
Week Ten (November 1):Coding Sharing
In-class: *Fieldwork updates
*Coding categories sharing and practice (Discussion/Assignment6)
Tasks for the coming week:
1. Spend at least 4 hours in fieldwork.
2. Write fieldnotes.
3. Continue coding fieldnotes and interview data.
4. Complete Discussion Questions 7
Readings for next seminar:
Analyzing Social Settings, Chapter 8:Arousing Interest and Chapter 9:Developing Analysis
Readingson Canvas:
Nancy Herman, “Return to Sender:Reintegrative Stigma-management Strategies of Ex-psychiatric Patients.”
Deborah Thorne and Leon Anderson. “Managing the Stigma of Personal Bankruptcy.”
Thomas Workman. ‘‘Finding the Meanings of College Drinking: An Analysis of Fraternity Drinking Stories.’’
Week Eleven (November 8): Social Science Framing
In-class:*Mini-Lecture:Social Science Framing
*Discussion Questions 7
*Early Report and Analysis Writing Discussion
*Mini-Lecture: Literature Search for Emergent Qualitative Projects
Tasks for the coming week:
1.Spend at least 4 hours in fieldwork.
2.Write fieldnotes.
3.Continue coding fieldnotes and interview data.
Week Twelve (November 15):
In-class:*Fieldwork Updates (how did “goodbyes” go?)
*Mini-Lecture:Giving and Receiving Feedback on Writing
*Mini-Lecture:Revising—the key to research success
*Fieldwork Feedback Assignment Discussion
Readings for next seminar:
Writing Ethnographic Fieldnotes,Chapter 7: Writing an Ethnography
Analyzing Social Settings, Chapter 10:Writing Reports
Tasks for the next two weeks:
- Complete a rough draft of the findings section of your paper to share with members of your feedback group and me.
- Schedule a meeting with your response group for some time the week of Nov. 27-Dec. 1.
- Read and prepare your responses to group members’ rough drafts (see Guidelines to Giving
Feedback).
Week Thirteen: Thanksgiving Week--No Class
Week Fourteen(November 29):Feedback Groups and Work in Progress
I will be available for individual meetings this week to discuss papers, but we will not have a class. You may want to use that time for your feedback group meetings.
Week Fifteen—(December 6):Research Presentations
Tasks for the week:
- Prepare portfolio (See Portfolio Guidelines on Canvas)
Final Exam Period— December 13: Research Presentations and Portfolio Submission