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SOCI 313 > chapter 5 > Flashcards

chapter 5 Flashcards

1
Q

surveys as a mode of _____ in social research

A

observation

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2
Q

two key survey strength

A
  1. they allow the authoritative description of a
    population based on the observation of a random
    sample of that population
    2.
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3
Q

what are the two research questions of the first study

A
  1. What is the current prevalence of different types of self-reported everyday discrimination in Canada?
  2. Who is most likely to report having experienced
    each of the different types of everyday
    discrimination?
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4
Q

discrimination is a ______ in the first study

A

conceptualization
defined as the negative treatment of individuals based on their membership in a specific marginalized social group

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5
Q

the survey in the first research is _________ survey

A

cross-sectional

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6
Q

what is the population of the first research

A

The target population is all residents of Canada who
are at least twelve years old in the ten provinces…
excluding individuals living on Indian Reserves or other
Aboriginal settlements, institutional residents, full-time
members of the Canadian Armed Forces, [and]
residents of some remote regions

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7
Q

what kind of sampling did the first reserach use

A

Multi-stage cluster sampling of all dwellings in
Canada (using stratified random sampling
techniques in the final stages)

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8
Q

what was the unit of analysis in the first research

A

individuals

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9
Q

what was the dependent variable in the first research

A

discrimination

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10
Q

what was the follow up quetsion in the first research

A

what do you think the reasons might be for you to have had these experinces

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11
Q

what was the level of measurement in the marital status

A

nominal

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12
Q

what level of measurement is educational attainment

A

ordinal

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13
Q

income is what level variable

A

ratio

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14
Q

place of birth is what level

A

nominal

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15
Q

what level of variable is age

A

interval

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16
Q

body mass index is what level variable

A

ratio

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17
Q

Who is most likely to experience each of the different
types of everyday discrimination?

A

Sex, age, marital status, race, BMI, and sexual
orientation all have an impact on the likelihood of
reporting various experiences of discrimination.

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18
Q

the first researchs findings suggest that

A

various forms of
discrimination are encountered by Canadians in daily
interpersonal interactions, most frequently
discrimination by sex, age and race

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19
Q

what does the first researcher suggest after finding the persistence of self-reported everyday discrimination in Canada

A

what is needed is education and
awareness campaigns… to address both the causes and
the consequences of discrimination at the
interpersonal level, including education and awareness
for both perpetrators and victims

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20
Q

Gathering and analyzing survey data enabled an

A

authoritative description of the experience of
discrimination among different categories of
Canadians

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21
Q

the first reserach and generlizations

A

Enable generalizations regarding the experiences
and opinions of a large population

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22
Q

what is the weakness of the surveys

A

Enable only superficial insight into the experiences
and meanings of social life.
 Are subject to bias rooted in the nature of the
questions asked and the nature of the respondents.
- DOES NOT ACCOUNT FOR SEVERITY
- DOES NOT ENABLE INSIGHT INTO THE IMPACT

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23
Q

Because the EDS is a self-reported measure, it is important
to acknowledge that it may suffer from two, potentially
contradictory, biases. Some types of people may under-
report discriminatory experiences (a minimization bias),
due to shame, a lack of awareness, fear of repercussions, or
other individual-level factors. At the same time, other types
of people may over-report such experiences (a vigilance
bias), due to depression, stress, a heightened focus on their
marginalized status, or other individual-level factors” (p.
115).

A
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24
Q

THE FIRST research and reliability

A

The EDS would appear to be highly reliable, because
respondents would likely give quite similar responses if
they were to answer the survey repeatedly.

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25
Q

first research and validity

A

The EDS would appear to be only moderately valid.
 There is face validity in the asking people if they
have experienced discrimination when you are
trying to measure the subjective experience of
discrimination.
 There is little content validity in measuring
something as complex as the experience of
discrimination by simply asking whether
respondents have experienced it.

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26
Q

survey strength

A

enable causal inferences to be made
about relationships between variables.

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27
Q

second research goals

A

To document the early childhood origins of social
class advantages in education that persist
throughout the life span in Canada.

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28
Q

poverty is _____ correlated with cognitive skills, test scores, measures of intellectual ability and academic
achievement

A

negatively

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29
Q

Financial capital

A

parents with higher incomes have
more resources to meet children’s cognitive
developmental needs (e.g., buy them educational
toys)

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30
Q

Cultural capital:

A

parents with higher incomes are
more likely to make a greater investment in their
children’s cognitive development (e.g., read to them
on a regular basis).

31
Q

Physiological capital

A

Breastfeeding has
the potential to explain at least part of these gaps
considering the large body of literature claiming that
breastfed babies score higher on IQ tests…, and that
upper and middle class mothers are more likely to
breastfeed.

32
Q

what two arguements does the second study adresss

A

the ‘breastfeeding advocate’ argument and
the ‘spurious effect’ argument

33
Q

.The ‘breastfeeding advocate’ argument indicates

A

breastfeeding itself can reduce poverty gaps in
cognitive skills because breastfeeding is positively
correlated with cognitive skills and research has shown
lower rates of breastfeeding among the poor…

34
Q

The ‘spurious effect’ argument posits that
breastfeeding and poverty are both correlated with a
third factor,

A

rich educational home environment,
which means that the effect of breastfeeding is
spurious and will, therefore, not reduce poverty-based
gaps in cognitive skills

35
Q

what method of research was used in second study

A

Used an existing dataset (Statistics Canada’s National
Longitudinal Survey of Children and Youth).
 Accessed data on 3,521 Canadian children.
 Performed univariate, bivariate, and multivariate
statistical analyses on the data

36
Q

how were cognitive skills measured in second study

A

Peabody Picture Vocabulary Test (PPVT) when
the children were four or five years old

37
Q

The PPVT assesse

A

receptive vocabulary - the words
a child can understand - by requiring the child to
identify pictures that match words being read aloud
by an interviewer.

38
Q

second study what are dependent and independent

A

dependent = cognitive skills
independent= poverty

39
Q

how was poverty measure

A

measured by grouping family income
against Statistics Canada’s Low-Income Cut Off (LICO)
status.
 Three categories of families: poor, near-poor, non-
poor.

40
Q

mediating variables in second study

A

breastfeeding and educationally-rich environment

41
Q

what are the categories of educationally-rich environment

A
  1. child involvment in cognitively stimulating
    activities
  2. How often either of the parents reads aloud to the
    child or listens to the child read or try to read.
  3. Highest level of educational attainment of the
    “person most knowledgeable” (PMK – or primary
    parent, typically the mother).
    Positive parenting (derived by summing how often
    the person most knowledgeable praises the child,
    talks or plays with the child for fun for at least 5
    minutes, laughs with the child, does something
    special that the child enjoys, or plays games with
    the child).
42
Q

poverty status 2006

A

Poor – 12%
 Near-poor – 33%
 Non-poor – 55%

43
Q

There are PPVT test score gaps based on household
income status

A

all statistically significant

44
Q

As household income status rises, so does

A

Child’s PPVT test results.
 Likelihood of breastfeeding for longer periods.
 Educational richness of the home environment.
 Likelihood of parents being married and both being
present in the home.
 Age of mother at birth of child

45
Q

As household income status rises what declines

A

average number
of siblings

46
Q

We see more support for the_____ argument. likely because there were no statistically
significant differences in the _____ ___ _________ between the three economic groups

A

spurious effect
rates of breastfeeding

47
Q

educationally rich
home environment is more important than
breastfeeding in reducing

A

poverty-based test score
gaps.

48
Q

effect of poverty cannot be fully explained by_____________ and the mechanism driving the poverty
gap has yet to be explained fully

A

either of
these factors,

49
Q

addressing the outcomes of childhood
poverty will likely require a comprehensive approach
that does not rely

A

primarily on individuals, or rather,
on one breastfed baby at a time

50
Q

If you want to excel in education in Canada, the first
important step is to

A

choose your parents well.

51
Q

The article provides a clear example of surveys as a

A

mode of observation of social life.

52
Q

Gathering and analyzing survey data enabled

A

causal
inferences to be made between the variables of
poverty, breastfeeding, home environments, and the
development of proto-academic skills in early
childhood.

53
Q

weaknesses of surveys

A

Enable only superficial insight into the experiences
and meanings of social life.
 Cannot establish causality in a definitive way,
because one cannot authoritatively isolate the
impact of different variables – that requires
experimental methods.

54
Q

response sets×

A

A term for the tendency for some people, when responding to multiple-indicator measures, to respond to every item in the same way, suggesting that their answers are motivated by something other than their actual feelings. Three of the most common response-set effects are “acquiescence,” “social desirability,” and “laziness or boredom.”

55
Q

secondary analysis

A

The analysis of data (quantitative or qualitative) by researchers other than those responsible for their collection, often for purposes that the latter may not have envisaged.

56
Q

advantages of open questions

A
  • allow for repllies researcher may have not given as a prefix answer
    They make it possible to tap the participants’ unprompted knowledge and understanding of issues.
  • The salience of particular issues for respondents can also be examined.
  • They can generate fixed-choice format answers
57
Q

disadvantages to open questions

A
  • time consuming
  • answers have to be coded
  • more work for the participant
  • Because of the difficulty of writing down exactly what respondents say in an interview, there may be more inaccuracies in the recording of answers.
  • Because of the difficulty of writing down exactly what respondents say in an interview, there may be more inaccuracies in the recording of answers
    They run the risk of intra-interviewer variability, whereby an interviewer is not consistent in asking questions or recording answers, either with different respondents or with the same respondent.
  • They also face inter-interviewer variability, which may occur when there is more than one interviewer (the usual case). If interviewers are not consistent with each other in the ways they ask questions and/or record answers, measurement error can occur.
58
Q

closed question advantages

A

They minimize intra-interviewer variability and inter-interviewer variability.
* Some respondents may not understand what a question is getting at; the available answers may provide some clarification.
* Because interviewers and respondents are not expected to write or speak extensively and instead are to select an answer from a range of possible responses, closed questions can be answered quickly and easily, reducing response rate issues

59
Q

closed questions promote _______ in both asking and recording

A

standardization

60
Q

standardization means

A

that variations in replies are due to “true” or “real” variations in the characteristic being measured rather than extraneous factors

61
Q

Some prominent sources of error in survey research are, even with closed question

A

. poorly worded questions;
2. interviewer error in asking a question;
3. misunderstanding on the part of the interviewee;
4. interviewee lapses in memory;
5. interviewer error in recording information;
6. mistakes in entering the data into a computer file; and
7. biases related to the characteristics (such as gender or “race”) of the interviewers and/or the interviewees.

62
Q

closed questions disadvantages

A
  • Respondents’ answers may lack spontaneity and authenticity. It is also possible that the answers provided do not cover all the potential replies.
    Respondents may differ in their interpretation of the questions or the answers provided; for example, the understanding of the word “soon” in a question can vary widely from person to person.
  • In interviews, a large number of closed questions reduces conversation and gives the interview an impersonal feeling, reducing rapport.
63
Q

Terunesh forget the clipboard with her survey questions at home on the day she was to interview clients of a women’s shelter. Having administered the survey previously, she decided to work from memory, but also recorded herself to catch any mistakes. When listening to the recording later, she realized that her wording of the questions varied somewhat from participant-to-participant throughout the day. What is the problem with Terunesh’s research?

A

Intra-interviewer variability

64
Q

Measured variation comprises _______ variation and variation due to error.

A

true

65
Q

structured interview questions 5 main types

A
  • the personal, factual question
  • factual questions about an entity or event
  • questions about attitudes (likert scale)
  • question about beliefs
    question about knowledge
66
Q

Which type of question can be used as a check on the validity of self-reports?

A

questions about others

67
Q

general rules of thumb with research

A
  • keep the research question in mind
  • what exactly do you want to know
  • how would you answer it (put yourself in the respondent’s shoes)
68
Q

specific rules when designing questions

A

avoid ambiguous terms (often regularly)
- avoid long questions
- avoid double-barrelled questions
- avoid general questions
- avoid leading questions (would you agree…?)
- avoid questions that actually ask two questions
- avoid questions that include negatives (not)
- minimize technical terms
- ensure repsondents have requiste to knowledge
- closed question answers balanced
- closed question anser to not overlap
- don’t overstrech people memories
- carefully consider using “don’t know as closed answer option
- pay close attention to question order
- run pilot

69
Q

filter question

A

Many recommend offering the “don’t know” option in the form of a filter question to remove those respondents who have no opinion on the topic. Filter questions are used to determine whether it is appropriate to ask certain questions of a particular respondent.

70
Q

social desirability

A

Distortion of data caused by respondents’ efforts to construct accounts that conform to a socially acceptable model of behaviour.

71
Q

Which of the following is the strongest critique of the question “Do you have a cellphone?”

A

The word “have” is ambiguous.

72
Q

_______ push respondents in a particular direction.

A

Leading questions

73
Q

Which of the following is the strongest critique of the following response options: (a) 0-10, (b) 10-20, (c) 20-30, (d) 30-40?

A

Not mutually exclusive

SOCI 313 (14 decks)

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