Conducting research in sociology

Research
In this introductory section you will need to understand why sociologists
undertake
research, the four steps to conducting research and what research methods
can be used.
In the AQA syllabus, you will need to undertake research as a coursework
project. This
will make up 20% of your total mark.
The aim of research is to enable sociologists to better understand society.
When
conducting research, there are five steps to take;
1. The first step is to decide what type of research method(s) is the most
appropriate.
Obviously, your choice of method(s) depends upon what it is you are trying
to find
out. For example in 1976 and 1994 a sociologist called Sue Sharpe used
interviews
to discover how schoolgirls saw their futures in terms of marriage and
having
children. This was clearly the most appropriate means of research. In your
case, the
most appropriate method may not be interviews. It could be observation,
questionnaires, collecting data from secondary sources, etc. Please bear in
mind
that there are pros and cons for each method of research. Other factors you
need
to consider are;
o Time (i.e. the coursework deadline). It is always advisable to conduct an
action plan
o The availability of the group you wish to study
o How ‘scientific’ you wish to be. There are two approaches to this
particular
issue;
Positivists Interactionists (or interpretivists)
The aim is to be as scientific as
possible. As such, positivists use
questionnaires and statistics (in
other words, quantitative data)
Sociology cannot be understood
on a scientific basis. As such,
qualitative methods are more
appropriate, such as interviews
and observation. There are also
variations upon these methods
(e.g. an interview can be either
structured or unstructured, and
observation can take place on the
basis of participant or nonparticipant)
2. The second stage is to conduct a pilot study on a representative sample.
This is
really a ‘practise run’
3. The next step is to amend the research in accordance with the findings of
the pilot
study. For example, a questionnaire can often be improved on the basis of
feedback from the pilot study
4. You are now ready to present your findings. When presenting data, there
are four
main types to consider using;
 Primary data. This is data gained on a first-hand basis, such as an
interview you
have conducted
 Secondary data. This consists of data derived from other researchers. One
of the
most common sources of secondary data is official statistics from the
government
 Qualitative data. This is what people think or feel, which could be gained
from
observation
 Quantitative data. This consists of numerical facts and figures. Positivists
tend to
favour using quantitative data
On a final note, don’t be surprised if your research raises more questions
than it answers.
Sociologists have often found that a piece of research leads onto issues
that require
further research. However, you should be able to offer some findings based
upon your
research.
What is good research?
Throughout your research, please be aware that ‘good’ research should be;
 Valid
 Objective. Always try to avoid bias when conducting research
 The sample used should be representative, and
 Reliable

RESEARCH METHODOLOGIES
One research methodology I would use to examine audience beliefs about poverty
and unemployment is analysis of social role and counter-role in soap operas and other
television programmes. I would determine “what kind of roles are assigned for men,
women, the elderly, ethnic minorities, children, adolescents and others.” (Berger 1991,
p.50). Analysing this, I would be able to identify how messages are encoded by media
producers and perhaps how these messages could be decoded by a member of the public.
Another research methodology would be to carry out a survey on audience beliefs
and opinions. First, I would take into account the socio-economic characteristics of the
people I will be interviewing. I will ask questions on audience beliefs regarding poverty.
Hopefully, I would be able to find relationships between, for example, age and
discrimination towards the impoverished, or regional location and personal experiences
of unemployment (Berger 1991, p.38).
Another technique Berger describes is the use of 'focus groups'. This basically
involves interviewing two or more people simultaneously with a moderator leading the
respondents in a free discussion on the topic. The discussion does not aim to build
consensus, rather evoke from each person his or her opinions (Berger 1991, p.91).
ANALYSIS
Following proposing my research, I feel that I would be lead to a number of
conclusions. Taking for example Devereux's case study on the coverage of the funeral of
homeless woman Pauline Leonard, analysing my findings may be similar to this case.
Public opinion on the coverage of social exclusion in the media is displayed in
this case study, as the story 'provoked an amount of reaction from the viewers' regarding
the broadcasting of shots of the homeless grieving. (Devereux, 1998)
Devereux goes on to say that there 'are no set groundrules about filming people
who are poor'. The reporter in question was successful in in 'suggesting to the news editor
that the story be included under the rubric of special features'. (Devereux, 1998) It is clear
from this that broadcasting of socially excluded citizens, at least in 1992, was almost
unheard of and the public were kept at a safe distance from such stories.
Analysing my own research, I would firstly note how media producers encode,
using my social-role analysis. From my surveys I will get an insight into how the Irish
television-viewing public view the coverage of the socially-excluded and perhaps see
how little or how much the socially excluded are actually shown in the broadcast media.
Hopefully, analysing my research like this will help both my understanding of the
television coverage of social exclusion but also that of the public service broadcaster
RTE.
BENEFITS
There would be a number of possible benefits for the broadcasting organization
RTE following this research.
Firstly, a detailed look into how the active audience perceives the factual
information presented by RTE would help the organization in its presenting of such
information to the public. Due to the wide cross-section of the respondents' sociological
and economical backgrounds, it would be safe to say that RTE would have a firm grasp
on most of the population's opinion.
Furthermore, RTE will be able to focus on its fictional broadcasting content and
how its audiences perceive this in the same manner.
REFERENCE LIST
Berger, A.A. (1991) Media Research Techniques, California: Sage Publications.
Canadian Counsel on Social Development Social Challenges: Social Exclusion [online],
available: http://www.ccsd.ca/cpsd/ccsd/c_exclusion.htm [accessed 4 Jan 2007]
Central Statistics Office Ireland (2006) Labour Market Principal Statistics [online],
available: http://www.cso.ie/statistics/persons_by_sex_ecstatus.htm [accessed 4 Jan
2007]
Devereux, E. (1998) Devils and Angels: Television, Ideology and the Coverage of
Poverty, Luton: University of Luton Press.
Radical Statistics (2006) Measuring Social Exclusion: A Lifespan Approach [online],
available: http://www.radstats.org.uk/no076/mccrystaletal.htm [accessed 4 Jan 2007]
Student Media Services (2006) AcademicDB [online], available:
http://www.academicdb.com/active_audiences_have_a_mind_their_own_they_inject_11
676/ [accessed 4 Jan 2007]
Wikimedia Foundation, Inc., (2007) Social exclusion [online], available:
http://en.wikipedia.org/wiki/Social_exclusion [accessed 4 Jan 2007]

Research methods in sociology

here are two main approaches within Sociology which dictate the research methodology which is used.
There is a 'top-down' approach, emphasising that an individual is the product of a society, and a 'bottom-
up' which places emphasis on an individual and their views of society. The emphasis within the 'top-down'
approach is on quantitative research methodology, such as labororatory studies, comparative studies,
case studies, and surveys. There is a strong proclivity from a 'bottom-up' approach for the use of
qualitative research methodology such as questionnaires, and interviews.

Defination by a author
Becker, Howard [1993]
Theory: The Necessary Evil 
Originally published in: David J. Flinders and Geoffrey E. Mills (eds.) [1993] Theory
and Concepts in Qualitative Research: Perspectives from the Field. New York:
Teachers College Press, pp. 218-229.
Becker explaines why some qualitative researchers in education have begun to
question the epistemological premises of their work. 'Attacks on qualitative
research used to come exclusively from the methodological right, from the
proponents of positivism and statistical and experimental rigor. But now the attack
comes from the cultural studies left as well, from the proponents of the "new
ethnography," who argue that there is no such thing as "objective knowledge" and
that qualitative research is no more than an insidious disguise for the old enemy of
positivism and pseudo-objectivity.' But 'Who are we kidding with all this science
talk?' And 'Why don't we admit that what we do is just another kind of story, no
better or worse than any other fiction?'