Sociology 190: Community-Based Research(revised February 8, 2009)

Instructor: Leora Lawton

Seminar: TuTh10, 263 Dwinelle Hall

Computer Lab: We 2, 64 Barrows

Prerequisites: Sociology 101A-B (or just Soc 1 or Soc 3), 105, 106 (or just 5). Substantive sociology course in Family Sociology or Social Psychology recommended.

Seminar twice per week, with one class session covering substantive topics, and the other about research methodology to be used in the project. The class also includes a computer lab, covering Excel, PowerPoint and SPSS. There is weekly homework for the computer exercises but students are encouraged to work together.

Requires 4-6 hours per week practicum experience. The workload tends to be a bit heavy in the last three weeks: plan accordingly.

Office Hours. Tu 2-3

Office: : 209 Demography Building (2232 Piedmont)

Email: (This is often the best way to reach me).

Phone: 642-9671. Cell: 928-7572.

Class website:

We will also have a b-space site.

I. COURSE RATIONALE

A. Overview

Sociology is a popular major because of its engaging down-to-earth subjects and the way it challenges students to re-evaluate their perceptions of society. One of the core attractions of the field is the idea that social change can happen. Despite that attraction, this class represents one of only a few opportunities for students to experience doing social change. Sociology is academic, scholarly, which is great for doctoral students and the faculty, but not for undergrads who need to make a living after their bachelors degree, or want a clearer idea of what it means to be a sociologist. This class is designed therefore to give students solid experience in the entire process of applied sociological research.

In order to demonstrate that a person with a sociology degree can go out and do constructive work using their sociological mind, this course gives students the opportunity to study in a collaborative context with a community-based organization (CBO). The instructor, students and CBO partners work collaboratively to carry out a research project that will increase the capacity of the CBO to meet the needs of its own constituents and better fulfill its mission. In this model, the instructor serves as the researcher director, the students are researchers under the guidance of the director, and both students and faculty work to serve the needs of the CBO. The course has structure, but the nature of doing work outside a laboratory is that it will be fluid. Students wishing a very organized step-by-step course with no surprises will be frustrated.

This course serves to link the theoretical and methodological to a community-based social change experience. It will be interwoven around the project and the substantive knowledge necessary for the project. Given my background, this course is based on a family-oriented agency, the Family Support Services of the Bay Area (FSSBA), Readings will cover either the relevant aspects of the methodology, and the substantive areas relevant to understanding the project.

B. Community Project Description

FSSBA has a Kinship Program, which serves non-biological guardians and the children they are raising for the biological parents who cannot or will not do so themselves. These parents are informal foster parents, that is, are not served by the County child services, so FSSBA assists them in dealing with anything from school to court issues, health insurance, whatever. They offer a support group for the guardians and youth services, such as a twice-weekly homework club, for the children. We will be performing a program evaluation – review of how well FSSBA provides this program, with recommendations about areas that need improving. Please visit the FSSBA website for background information. FSSBA staff will attend several classes to give us information about their program.

II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND ASSESSMENT

A. Course Description

By the end of the semester, you will know how to research a subject matter, do quantitative and qualitative analysis, prepare and present a report, all while working collaboratively with FSSBA. Your work will be active and engaged, rather than passively working for a grade.

B. Purpose of the Course

There are two purposes to this course:

(1) To give students actual experience working as a sociologist, and to give students(hopefully) marketable skills as they enter the job market following their baccalaureate years, andhelp students find entry-level research positions in government agencies, non-profit organizations, or businesses.

(2) To meld the methodological with the substantive, so they will refine and deepen their knowledge of conducting sociological research, and also develop a deep knowledge of social support services for families.

C. Specific Learning Outcomes:

Upon successful completion of the course, students will be able to:

  1. Understand how these objectives translate into a conceptual model to be applied to the project.
  2. Understand and begin to see how to select the appropriate research design (experimental and quasi-experimental, comparative, longitudinal, panel, etc.) suitable for addressing a given objective.
  3. (Possible) Collect data through interviews, and enter data into a database for analysis
  4. Understand how the objectives translate into a basic sampling plan
  5. Competence in SPSS
  6. Generate statistical and qualitative results from the data
  7. Conduct bivariate statistical tests
  8. Work with data sets (creating, opening)
  9. Runfrequencies, crosstabs, compare means, correlation as necessary for the report
  10. Interpret the results.
  11. Write a report in prose and in a PowerPoint presentation, using Excel for charts and graphs.
  12. Knowledge of research report writing format and skills: know how to evaluate and create a research paper.
  13. Present study results to a client (FSSBA).

D. Instructional Strategy

This course will include a combination of lecture with ample discussion, with group project teams, and with work on the project. There will be data collection (interviews), ethnographic observation, and participant observation. Students will be working in groups as well, in part to give students the opportunity to bounce ideas off their student colleagues, and in part to represent how this kind of work is in fact accomplished. Students will keep a journal of reflections on the experience. There will be a number of short assignments throughout the course.

Journals serve multiple purposes: documenting actions, allowing you space to ‘test’ your analysis and a safe place for you to discuss your experience and reflect upon them, as well as your readings and the project experience. It is an electronic journal You will make at least one entry per week, and I will collect a print-out of them periodically and provide feedback.

Do the weekly readings before class.

There will also be a set of readings available for download from the class website

UC Berkeley has a set of handouts for Excel:

Powerpoint Mac:

PowerPoint PC:

David Byrne (of Talking Heads) on PowerPoint:

E. Description of Course Requirements and Assessment Methods

Overview

  • For each week there will be readings on either the substantive area or the research methodology.
  • Typically but not always there will be homework or other assignments for each class.
  • Discussion and contribution in class is critical.
  • Students will be required to participate in the CBO in order to develop an clear understanding of context so that their report will be meaningful.
  • Data collected are:
  • Support group ethnography
  • Semi-structured interviews
  • Homework club participant observation (students doing this will be waived from the first two)
  • Survey data analysis

Evaluation Criteria

  • Attendance* & Discussion: 20%
  • Weekly assignments (reading, lab, project)10%
  • Reflective Journal entry at least once/week 5%
  • Interviews, support group, tutoring20%
  • Final project report & presentation35%
  • Evaluation of CBR class10%

* Students who miss 5-9 classes (labs included) will drop down a grade, 10-14 is 2 grades, and 15+ is not passing.

Students are expected to have MS Word, MS Excel, and MS PowerPoint in their computers, or to avail themselves of the campus computer labs. SPSS is expensive to purchase or license for a year, but is available in the Social Science Computer Lab, 64 Barrows. Any questions about utilizing these resources, on the web or elsewhere, are the obligation of the student to raise.

II. COURSE SCHEDULE AND READINGS

Week / Date / Topic / Readings
1 / Jan 20 / M: Introduction to the class / Stoecker essay – techsociety.com/cal/soc190 (TSR)
Last year’s report as goal. Last year’s evaluation to dept.
SG1 / Jan 21 / Introduction to Excel: Files, data formats, data sorting, basic calculations, / Handouts-URL on bspace
C1 (assignment)
Jan 22 / FSSBA guests, introduction and Q&A / FSSBA readings: TSR.
2 / Jan 27 / M: Research objectives and design / Schwab, Chap 1, p.3-10.
Gray, Ch. 15
Evaluation Beginners Guide (TSR)
Jan 28 / M: Participant observation / Reading: Participant Observation Techniques (TSR)
Jan 29 / Ethics & research design / UC Berkeley website:
ASA’s Ethics:
AAPOR’s ethics:
3 / Feb 3 / M: Qualitative observational techniques / + Gray Chapter 10 “Collecting primary data – observation”
SG2 / Feb 4 / Excel: Charts – creating, formatting / Excel on TSR
? / Feb 5 / Developing interview guides / Krueger ch 4.
4 / Feb 10 / Support groups / Click on ‘Library of downloadable documents…’ then on ‘understanding self-help groups’. Also scroll down to Group Evaluation and click on that .
also on tsr website.
January journal entries due.
Feb 11 / Using computers in conducting interviews / HandoutTBD
Feb 12 / Interviewing one-on-one / “Collecting primary data – interviewing” Gray Chapter 9
5 / Feb 17 / Disrupted families / 1. Census Bureau “Living Arrangements of Children, 2004” or

2. “Alcohol, Other Drugs and Child Welfare” Child Welfare League of America.
SG3 / Feb 18 / SPSS: Introduction, file types / How to use SPSS, UCB School of Social Welfare

Feb 19 / Method – interpreting qualitative data / READING Gray Chapter 13 (not in reader.)
6 / Feb 24 / School-based mentoring;
Child development & social psychology / Tierney, Joseph P. and Alvia Y. Branch. (2002). “College Students as Mentors for At-Risk Youth: A Study of Six Campus Partners in Learning Programs.” Public/Private Ventures. Philadelphia, 1992. < Also: (executive summary, intro and final chapters)
Feb 25 / SPSS: Frequencies, crosstabs, compare means / How to use SPSS, UCB School of Social Welfare

Feb 26 / M: interpreting quantitative data / Gray Chapter 12: “Analyzing and presenting quantitative data”
7 / Mar 3 / M: Interpreting crosstabs and means / February Journal due
Handout
SG4 / Mar 4 / SPSS: Syntax / Instructor’s prepared handout.
Mar 5 / Caregivers of children / 1. Kinship Foster parent:
2. Parental Substance Abuse and the Development of Children in Family Foster Care. McNichol, Theresa; Task, Constance. Child Welfare, Mar/Apr2001, Vol. 80 Issue 2, p239-256. Download from e-journals at lib.berkeley.edu.
Informal and formal kinship care Read the introduction and Executive Summary.
8 / Mar 10 / M: Report: It starts with tables /
Mar 11 / SPSS: Statistical tests, output and .spo files / Handout
Mar 12 / Impact of mass incarceration on families / “Some reflections about the origin and implications of mass imprisonment in the United States” (TSR)
“Children of Incarcerated Parents” In Imprisoning America (reader)
9 / Mar 17 / Linking results to interpretation / Handout
SG5 / Mar 18 / SPSS: Using SPSS output with Excel to make charts / Handout
Mar 19 / Foster youth / “Children in Foster Homes: How are they faring?”
Jill Duerr Berrick: Assessing and Promoting Quality in Kin and Nonkin Foster Care
10 / Mar 24-26 / Spring Break!!
11 / Mar 31 / M: Report organization: Intro section, references / Schwab Chapter 15 or
Writing Tips (TSR)
SG6 / Apr 1 / PowerPoint: Introduction: Style tips & making charts / March journals due
Handouts
Apr 2 / More on interpreting, writing
12 / Apr 7 / M: writing up results. Being succinct, grounded / Gray 14
Apr 8 / Report: Creating a report using PowerPoint / See YouTube if you haven’t already.
P / Apr 9 / No class: How to analyze data / Groups meet to analyze tutoring data
13 / Apr 14 / Non-profit orgs Making programmatic recommendations / HW due: Turn in group analysis.
March Journal due
1. For this class: HW research assignment. Non-profit structures, + one article from the NonProfit Quarterly (
2.
P
SG7 / Apr 15 / Teams: working on the report: / Each group meets to collaborate and combine.
P / Apr 16 / Passover – no class / Groups analyze support group data
14 / Apr 21 / Writing the conclusion & recommendations / HW due: Turn in group analysis
Apr 22 / Refining PowerPoint slides
Apr 23 / Putting together a report. / See Gray 14, Schwab 15
15 / Apr 28 / M: Speaking in public
SG8 / Apr 29 / Putting it all together / Style, color, font, organization. On screen, project, or print.
PAA / Apr 30 / No class – Group projects / Editing the report together.
16 / May 5 / Practice presentation / April journals due
May 6 / Presentation to FSSBA – location TBD
May 7 / Wrap-up and evaluation / Discuss final report structure. Talk about last year’s.
TBD / Class evaluation due (no class) / Individual Project Evaluation

Below is a short list of books on kinship care:
Hill, Robert B. The Strengths of African American Families, 1997, (R &B Publishers, 907 6th Street, S.W., Suite 216-C, Washington, DC20024).
Madison Poe, Lenora, Black Grandparents as Parents, 1992, (2034 Blake Street, Berkeley, California).
Stack, Carol, All Our Kin: Strategies for Survival in the Black Community, 1970, (Harper Collins Publications, 10 East 53rd Street, New York, NY10022-5299).
Takas, Marianne, Grandparents Raising Grandchildren: A Guide to Finding Help and Hope, 1995, (Cost: $3;The Grandparents Guide, the Brookdale Foundation, 126 East 56th Street, New York, NY 10022).
White, Alexandra, et. al., Grandparents Raising the Next Generation, 1994, (Boston: Aging Concerns, Young and Old United; telephone: 617/241-0740).

V. POLICIES AND PROCEDURES:

Behavioral Expectations/Attendance

  1. Attendance: If you think blowing off a class is a good idea, then either put aside that attitude for this class, or don’t take the class. There are two reasons. First, I notice and it will affect your grade. Second, your fellow students notice and everyone loses.

The official policy: The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences.

  1. Class Participation. This is a seminar, which means being prepared to discuss, to collaborate, to explore. Information on Participation/types of participation required by the course Student input is necessary for full understanding. If you can’t ask questions, or answer them, then you aren’t prepared, or aren’t paying attention. You are not a fool if you ask questions, but you might be if you don’t. Be involved. If you have a disability that requires accommodation, please let me know.
  1. Instructor Assumptions. You will get out of this course what you put into it. Please keep up with the readings, take good notes of the lecture. The readings and material builds on each other, so getting behind will jeopardize your success. There will be material in the lectures not available in the books, and some of this material will be on the exam.
  1. Responsibility to Keep CopiesIt is good practice to keep copies of ALL major assignments/papers you turn in. Don’t email me a paper unless you have permission from me to do so.
  1. Respectful Speech and Actions All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, the University of California has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. This course covers some controversial issues: please be respectful of all your fellow students and use language appropriate to a public discourse.
  1. Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.

Beyond that, we are conducting research about real human beings. We will cover the ethics involved and everyone strives to follow these ethics fully.

  1. Problem Solving Resources If students feel that they need me to modify something in the course (more examples, slower/faster pace, whatever), PLEASE let me know. For example, if you don’t know even what question you need to ask, or you aren’t making the connection between the theory and the application. I cannot read your minds, and every class is made up of unique individuals. Do not wait until the end of the semester to voice your needs.

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SOC190: Community-Based Research