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SOCI 313 > quiz 3 > Flashcards

quiz 3 Flashcards

1
Q

a relational perspective

diversify

A

highlights that actors evaluate other’s gender performances according to a gender system in which fem and masc are co-constituted

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2
Q

race and class differences in gender performance are legitimate

A

class and race hierarchies

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3
Q

goal of research study, diversify

A

identify when and how minority participants’ gender performances would be used as the rationale for their exclusion from peer cliques

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4
Q

what is diversify

A

urban-to-suburban bus program (bus ethnic minority to suburban schools) VISIBLE minority

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5
Q

how was the interviews done

second research diversfy

A

formal interview at student’s home (or public Mcdonald’s/Burger King) (or empty classroom)

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6
Q

what was the participant observation

black gender study

A

observed the school cafeteria and halls for two months. ice cream socials and diversify alumni meetings

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7
Q

what was the population in the research

diversfy

A

student’s enrolled in suburban schools hosting “racial integration” (bussing programs)

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8
Q

what was the non-probability sample, diversifyy

A

45 students in 10 schools

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9
Q

what was the unit of analysis diversify

A

individuals

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10
Q

what was the units of observation diversify

A

individual students and administrators

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11
Q

what was the overarching stereotype of black diversify students

A

underachiever or troublemaker

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12
Q

what is the stereotype of black boys in the study

A

cool and welcomed

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13
Q

what is the stereotype of black girls in the study

A

loud and ostracized

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14
Q

the diversify students were seen as inferior to suburban students in terms of

A

academic achievement

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15
Q

Suburban Students thoughts on diversify

A

like the idea of giving them spots in “their” school. however, believe that they should make “better” recruitments - more hardworkers

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16
Q

why were the diversify boys “popular”

A

because they embody the stereotypes of black masculinity

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17
Q

the diversified boys’ enactment of masculinity provides a backdrop for the suburban girls to

A

Enact complementary feminity/compliance of submission

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18
Q

ghetto seems to symbolize failure to

A

live up to upper-middle-class white standards of femininity and failure to embody characteristics of femininity that support subordination to masculinity and whiteness

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19
Q

the black girls threatened

A

the gender order

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20
Q

what was the intent of racial integration programs

A

reduce the racial and social isolation of white communities and provide black students with opportunities

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21
Q

SHLRP goals

A
  1. describe the learning experiences and outcomes which accompany the reading of self-help books
  2. to analyze the impact of such reading upon the subjective identities of those who read self-help books
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22
Q

prominent social theorists have argued that neoliberal forms of subjectivity are

A

are distinct from those of the past eras

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23
Q

anthony giddens

A

human identities have become increasingly reflexive in late modern age

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24
Q

ulrich beck

A

personal autonomy and responsibility have become hallmarks of Western cultures

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25
Q

nicolas rose

A

neoliberal rationalities of government depend on the construction and regulation of subjects who see themselves as individuals with the responsibility to shape their lives through their own actions and choices

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26
Q

high level of individual autonomy in contrast to high level of social engagement is seen to characterize

A

the ideal-typical, neoliberal

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27
Q

the nature of huma subjectivity under neoliberal regimes is an

A

empirical question

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28
Q

what method did the self help research use

A

qualitative interviews

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29
Q

most neoliberal form of learning

A

self help book

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30
Q

“neoliberal times” have often been
associated with discourses valuing high levels of
individual autonomy, and low levels of social
engagement, but that the subjectivities of people living
in such times

A

may not consistently reflect such
discourses.

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31
Q

conceptualization of social engagement

A

Represents attributes such as being or feeling
connected with other human subjects, caring for
others, and a range of other characteristics that would
link one human subject to others based on either direct
interpersonal interaction or an emotional or
philosophical bond.

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32
Q

explain the operationalization- key narrative exercise

A
  • tell the interviewee to tell a story about something in their life (something that represents the importance of who they are)
  • what is it about yourself that is represented by the experience you described
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33
Q

who were interviewed in the self help

A

134 people who had read a self help book

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34
Q

why did the second research not
engage in systematic or random sampling procedures.

A

because the interest was to explore the experience of and outcomes associated with reading self-help books, so did not test a particular hypothesis

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35
Q

reliance on available subjects (non-probability sampling methods) means that the technique

A

do not fully represent the range of readers of self-help books- CANNOT GENERALIZE

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36
Q

what is purposive sampling

A

screening applicants for research to promote balance in gender, age, education, area of interest

37
Q

how much of the SHLRP research was women

A

66%

38
Q

what do the peoples story in second research say about them. what is the issue

A

if they are autonomous or social engagement. some are messy and not clear (can be mixed)

39
Q

most storytellers told stories that shared experiences of

A

social engagement (60)

40
Q

personal autonomy in second research was mainly what gender

A

male 62%- align with the neoliberal subject

41
Q

stories reflecting social engagement were most which gender

A

55%

42
Q

most interviewees expressed narratives in which individuality was fundamentally linked to- which is, or is not associated with neoliberal times

A

social relationships - not liked to neoliberal times

43
Q

the recepion of social life (subjectivity and meaning) can be quite different from the ____ of it

A

appearance (structure, authoritative, interpretation)

44
Q

in the second research what do the qualitattive interviews provide

A

a unique means of engaging people in discussion about their interpretation of meaning

45
Q

second research is a phenomenological interview which means

A
  • interview that requires people to describe their own experiences
  • trying to engage their understanding
46
Q

qualitative research is about

A

understanding the meaning of people’s thoughts, actions and words

47
Q

qualitative research is an attempt to

A

interpret social life

48
Q

data analysis of qualitative research should focus on

A

interpretation and understanding

49
Q

respondents can be very _____ when talking about personal issues of importance to them

A

forthcoming

50
Q

qualitative disadvatage

A

time consuming and resource intensive

51
Q

requires a lot of attention to participate in administration and

A

data management

52
Q

semi-structured

A

A type of interview in which the interviewer has a series of questions in the general form of an interview guide and is able to vary the sequence of questions. The questions are typically more general than those specified by a structured interview schedule, and the interviewer usually has some latitude to ask further questions in response to replies that appear significant.

53
Q

interview guide

A

A brief list of memory prompts regarding areas to be covered in unstructured and semi-structured interviewing

54
Q

oral history interviews

A

A largely unstructured interview in which respondents are asked to recall and reflect on events they have experienced.

55
Q

life history interviews

A

An unstructured interview that is similar to an oral history interview, but designed to gather information on the entire biography of a respondent.

56
Q

Which of the following is not a primary concern for quantitative interviewing?

Measuring concepts incorrect

Exploring interviewees’ perspectives correct

Maximizing reliability incorrect

Maximizing validity incorrect

A

Exploring interviewees’ perspectives correct

57
Q

Qualitative interviewers mainly aim to elicit _______ answers.

A

detailed

58
Q

The chief problem with the oral history interview (a problem it shares with life history interviews in general)

A

possibility of bias caused by memory lapses and distortions

59
Q

Kvale’s ten traits of an effective interviewer (plus three others)

A
  • knowledgable
    -structuring
    -clear
    -gentle
    -sensitive
    -open
    -critical
  • remembering
  • interpreting
    -balanced
    -ethically
    -non-judgemental
60
Q

Kvale’s nine questions

A
  • introduction
    -follow up
  • probing
  • specifying questions
  • direct
  • indirect
  • structuring
  • silence
  • interpreting
61
Q

Charmaz, three distinguishing questions

A

initial open ended
intermediate
ending

62
Q

out of charmaz three question which is most common

A

intermediate

63
Q

Vignette

A

A method in which people are presented with “vignettes” (hypothetical scenarios) and then asked how they would respond if they faced the circumstances depicted in the scenarios.

64
Q

what is the debate regarding who should do transcribing

A

the interviewer (more familiar with what was actually said) or someone else (less time-consuming)

65
Q

In which type of interview may the interviewer ask just one question?

A

unstructured

66
Q

Which of the following is a key difference between interview guides and interview schedules?

A

Interview guides are usually shorter than interview schedule

67
Q

What does Kvale (1996) call questions that get the interviewee to elaborate on an answer

A

Follow-up questions

68
Q

focus group researchers are ran by _____ who do not _____ the session however guide

A

moderator/facilitator
interlude

69
Q

focus groups allow researcher to understand

A

why people feel the way they do

70
Q

focus groups correspond to which theorethical position

A

symbolic interactionism

71
Q

which is a more naturalistic individual or group research

A

focus group.

72
Q

_______ often produces more realistic accounts of what people think, because it forces them to defend and possibly revise their views.

A

arguing

73
Q

theoretical saturation

A

In grounded theory, the point where emerging concepts have been fully explored and no new insights are being generated. See also theoretical sampling.

74
Q
  1. In general, how many focus groups are required for a single study?
A

10-15

75
Q

Which of the following factors is likely to affect the number of focus groups required in a study?

A

Socio-demographic

76
Q

According to Morgan, which topics are best investigated using small focus groups?

A

Historical topics

77
Q

A larger focus group is appropriate when the researcher wants to hear

A

brief suggestions.

78
Q

Recording is even more important with focus groups than it is in other forms of qualitative research. t or f

A

true

79
Q

There is a tendency to use a _______ number of _______ questions to guide a focus group session

A

small; general

80
Q

The style of questioning and moderating depends on the

A

nature of the research topic

81
Q

Which types of research topics typically require more direction from the focus group facilitator?

A

Embarrassing

82
Q

drawing attention to patterns of interaction in focus groups allows a researcher

A

determine how group participants view the issues at hand.

83
Q

Which limitation of focus groups includes dealing with participants who either are too reticent to speak up or dominate the stage?

A

Group effects

84
Q

Which of the following is more difficult to facilitate in online focus groups than in-person focus groups?

A

Turn-taking behaviour

85
Q

According to Mann and Stewart (2000), how many members should online focus groups include?

A

6–8

86
Q

What does the term “argot” mean?

A

Informal slang and special uses of words correct

87
Q

Which of the following is not an advantage of qualitative interviewing in comparison to ethnography?

A

Sensitivity to context

88
Q
A

SOCI 313 (16 decks)

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