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SOC 608: Advanced Qualitative Research Methods
Fall 2014, San Diego State University
TH 4:00 – 6:40 pm
NH 229
Instructor:
Office:
E-mail:
Minjeong Kim, Ph.D.
NH 207
[email protected]
Office hours: TH 2-3pm or by appointment
Course Description
This course will provide graduate-level training in the practice and theory of qualitative research with
special emphasis on participant observation and intensive interviews from a grounded theory
approach. The course is driven by the understanding that qualitative research requires a scientific
method, such as specific tools, theoretical grounding, and rigorous criteria in its applications; at the
same time, it is unique in terms of its execution, conceptual approach, and other empirical
strengths/weaknesses. Not only is the seminar strongly recommended for any student who is
planning on conducting qualitative research in the future, but also students should be able to invest
time and commitment to keep up with the coursework, as you will initiate an independent sociological
pilot study of your own.
The main objectives of the course are to:
1) Explore the epistemological and theoretical issues surrounding qualitative research;
2) Familiarize yourself with the various methodological tools and techniques available to
qualitative research scholars and explore technical issues that may arise in their application;
3) Critically review and evaluate examples of various qualitative research studies based on this
knowledge;
4) And design, execute, and write up qualitative pilot projects relevant to the interests of the
participants.
Required Texts



Lofland, John, David A. Snow, Leon Anderson, and Lyn Lofland. 2005. Analyzing Social Settings: A
Guide to Qualitative Observation and Analysis, 4th edition. Belmont, CA: Wadsworth. [Lofland et al.]
Duneier, Mitch. 1992. Slim’s Table: Race, Respectability, and Masculinity. Chicago: The University of
Chicago Press.
Other readings are available on Blackboard (https://blackboard.sdsu.edu/)
Recommended Texts


Emerson, Robert M. 2001. Contemporary Field Research: Perspectives and Formulations, 2nd edition.
Prospect Heights, Illinois: Waveland Press.
Becker, Howard S. 1986. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or
Article. Chicago: The University of Chicago Press.
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
Weiss, Robert, S. 1994. Learning from Strangers: The Art and Method of Qualitative Interview Studies. New
York: The Free Press.
Course Organization
The first month of the course will be conducted as an intensive reading seminar on qualitative studies
and related epistemological and theoretical issues and students should prepare to discuss and critically
analyze the reading assignments. For the reading seminar sessions, students need to submit four (5)
weekly critical responses to select qualitative studies on Blackboard, which we will discuss as a class.
Students should also use this time to think out their empirical projects; explore sources, field sites, and
contacts; and prepare their application for the IRB.
After the first month, most of the class will serve as a field training workshop, where we will learn and
master the techniques of different qualitative methods and apply them through independent field
projects. Students will be asked to complete an exercise in the field focusing on a different aspect,
technique, or approach to their final research project. In class, we will follow the development of your
individual research projects and discuss/debate any methodological, conceptual or ethical issues that
arise during your research. The student will use the results of one or more of these pilot exercises to
guide their final research project, which will be more focused and consist of more data.
Course Requirements
1. Class Participation (10 points): Students are expected to read all materials, carefully and critically
before class, and to come ready to actively engage with both the course materials and your peers
in an informed way.
2. Weekly Reading Responses (20 points): From Week 2 to Week 5, you must write and submit a
critical analysis of the upcoming week’s readings on Blackboard (in “Discussions”). Your responses
should focus on methodological issues (see questions under 4. (4) of Requirements), starting with
a brief synthesis of main arguments in the week’s readings. You must post your written responses
on Blackboard prior to class and submit a hard copy to me in the beginning of the class. In total,
you must submit 4 weekly discussion questions to receive full 20 points (5 points for each). I will
deduct 6 points for each week you do not submit.
3. Discussion Facilitation (10 points): From Week 3, students will lead the class discussion each. The
discussion facilitator is required to introduce the issues related to the week’s readings by
presenting a 10-minute introduction to the readings (e.g., about the authors or a brief summary of
the assigned readings). Then, you will discuss their critical reactions to the article and raise
analytical questions for the class.
4. Book Report (10 points): Also from Week 3, you will present a book review in the class. Please
see me to discuss a book selection. After carefully reading the book, write a review. In the review:
(1) Provide the book information using a citation style of your choice—book title, author,
publication year, and publisher.
(2) Briefly summarize the book, including the subject area of the research.
(3) Describe the author(s)’s main arguments to demonstrate your understanding of the book.
(4) Discuss the author’s methodology considering the followings:
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a.
b.
c.
d.
e.
f.
What approach/ technique did the scholar use in conducting this research?
What are the article’s methodological strengths and weaknesses?
How does this affect its substantive conclusions?
What questions, concerns, and dilemmas does this study raise?
How does it compare with other studies?
How does it relate back to issues in your own research project?
5. Field Exercise (25 points): Throughout the semester, students are expected to build on their pilot
research and after each in-class activity, you are required to upload your work. Then, after the first
month, students are expected to complete field assignments and upload their work with a 1-page
memo uploaded onto Blackboard in preparation for class discussion as well. These exercises are
intended to serve as training exercises for your final research project. Although you may use the
data from these assignments, you are expected to expand on one or more of these methods as the
basis for their final research project.
6. Final Research Paper (25 points): As the culmination of the course, you will work on a research
project that should be designed in the manner of a research article, thesis, or proposal. Students
are required to submit an abstract on Blackboard before class on November 6 describing the topic,
conceptual approach, and methodology of their intended project (subject to the instructor’s
approval). The final paper itself should at minimum include an introduction, developed literature
review, detailed methodology section, preliminary data analysis/discussion, and bibliography. The
paper will be 18-20 double-spaced pages maximum and a hard copy should be submitted to me by
Thursday December 15.
As part of the Final Research Paper grade, each student will be expected to prepare an Oral
Presentation summarizing their research projects in the last class.
All students are required to discuss their plans with the instructor in person before beginning their
project.
Be ON TIME. For late papers, I will deduct 25% of the points for each day; thus, after the fourth
day, zero (0) points will be given to the assignment. Technological excuses or claims of ignorance will
be neither accepted nor appropriate under any circumstances.
When you refer to the readings in your written assignments, you must follow proper citation
guidelines. See http://library.sdsu.edu/reference/news/citation-resources. You may use a style you
like (e.g., APA); be consistent in your writing.
Course Technologies
We will use PDFs for some course readings and documents. Download Adobe Reader, if needed.
Any technological issues on your end are not an acceptable excuse for late or incomplete assignments.
If you need any IT support, go to the Student Computing Center in Love Library for help or to use
their computers. http://library.sdsu.edu/computing/help
Email communication: I generally answer email upon receipt during the day (9am - 5pm) if I am in
front of computer. However, for general inquiries, you must allow for a 24-hour turnaround
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(excluding holidays and weekends). For urgent inquiries, I will try to reply fast but it is also your
responsibility to receive my message and act upon it immediately.
SDSU Writing Center
The Writing Center is a free resource open to any SDSU faculty, staff, or student. The Writing Center
staff consists of peer (student) tutors who assist students in understanding writing assignments and
criteria and can help students with any stage of the writing process, from brainstorming topics to
revision of rough drafts. The Writing Center’s purpose is to teach writers strategies to navigate
complex situations for writing, both in and outside of the University.
To make an appointment, please visit the Writing Center’s webpage, www.writingcenter.sdsu.edu. By
accessing the webpage, students can schedule tutoring appointments online at their convenience, or
they can simply stop by for a drop-in appointment. The Writing Center is open Monday-Wednesday
from 9 a.m. to 8 p.m., Thursday from 9 a.m. to 5 p.m., and Friday from 9 a.m. to 2 p.m. The Writing
Center is located in the Dome, LLA 1103, next to the circulation desk.
Religious Accommodation
If participation in some part of this class conflicts with your observation of specific religious holidays
during the semester, please make arrangements with me as soon as possible for alternative
arrangements. You must do this prior to the religious holiday.
Students with Disability
If you are a student with a disability and believe you will need accommodations for this class, it is your
responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in the
receipt of your accommodations, you should contact Student Disability Services as soon as possible.
Please note that accommodations are not retroactive, and that accommodations based upon disability
cannot be provided until you have presented your instructor with an accommodation letter from
Student Disability Services. Your cooperation is appreciated.
Academic Integrity and Dishonesty
Academic integrity is one of the fundamental principles of a university community. SDSU adheres to
a strict policy regarding cheating and plagiarism and such activities will not be tolerated in this class.
Any student found plagiarizing in an essay or cheating on exams will receive a failing grade for that
paper or exam and a disciplinary review by Student Affairs.
Examples of plagiarism include but are not limited to: (1) using sources without proper citation; (2)
copying and pasting work from another source and calling it your own; (3) replacing words or phrases
from another source with your own and calling it your own work; (4) submitting your work for one
class to another class; (5) falsifying or inventing data; (6) using or providing unauthorized assistance
on an exam.
If you have any questions on academic dishonesty, take a look at the policy,
http://studentaffairs.sdsu.edu/srr/conduct1.html. If you want to know more about plagiarism, check
out the Library tutorial on Plagiarism, http://library.sdsu.edu/guides/tutorial.php?id=28.
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Other Classroom Policies
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Laptops are allowed but if you are found using a laptop for purposes other than class, you will be
asked to leave immediately.
You may set your mobile phones to vibrate only for emergency contact. If you use your mobile
phones in other ways, you will be asked to leave immediately.
This syllabus and schedule are subject to change during the semester. I will post announcements
of changes on Blackboard and email them to you as well.
If you have any questions or concerns, please speak with me immediately. If at any point
throughout the semester you have questions or concerns about this course, please know that you are
more than welcome to come see me during office hours or make an appointment to meet with me.
Class Schedule
I. QUALITATIVE RESEARCH
wk
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8/28 Designing a Qualitative Study: Definitions and Debates
 Lofland et al. Ch. 1
 Howard Becker, 2001. “The Epistemology of Qualitative Research” in
Contemporary Field Research, edited by Robert M. Emerson
 Generating a pilot study, Human Subjects Tutorial
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9/4
Researching Human Subjects
 Laud Humphreys. Tearoom Trade (1970), Ch. 1-3, Retrospect
 Michael Burawoy, 1998. “The Extended Case Method” Sociological Theory
 Introduce research projects & Designing a research question
 Accessing IRB website
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9/11 Grounded Theory
 Lofland et al. Ch. 2
 Barney Glaser and Anselm Strauss, The Discovery of Grounded Theory, Ch. 1-2
 Rebecca Campbell, Emotionally Involved, Ch. 3
 Sample Design & Gaining Access
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9/18 Qualitative Research with the Media
 Dona Schwartz, 1989, “Visual Ethnography”
 Matthew W. Hughey, 2009. “Cinethetic Racism: White Redemption and
Black Stereotypes in ‘Magical Negro’ Films” Social Problems
 Wendy M. Christensen. 2009. “Technological Boundaries: Defining the
Personal and the Political in Military Mothers’ Online Support Forums.”
Women’s Studies Quarterly
 Starting IRB proposal
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5
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9/25 The Qualitative Study
 Mitch Duneier, Slim’s Table (1992)
 Submitting IRB proposal (deadline is Oct. 3)
II.
PARTICIPANT OBSERVATION
10/2 Entering the Field as an Insider/Outsider
 Lofland et al. Ch. 3-4
 Clifford Geertz, The Interpretation of Cultures, “Deep Play: Notes on the
Balinese Cockfight”
 Robert E. Stake. “Case Studies” in Handbook of Qualitative Research,
Denzin
 Notes on potential issues in entering the field
10/9 Participant Observation
 Lofland et al. Ch. 5
 Robert Emerson, Writing Ethnographic Fieldnotes Ch. 1-2
 Ervin Goffman, 2001. “On Fieldwork” in Contemporary Field Research by
Robert Emerson
 Maxine Baca Zinn, 2001. “Insider Field Research in Minority
Communities” in Contemporary Field Research, edited by Robert M.
Emerson
10/16 Interviewing
 Robert S. Weiss, Learning from Strangers, Ch. 3-5
Field notes
Due
Interview
Guides Due
 Selecting a device for recording
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10/23 Critical Perspectives on Qualitative Research
 Marjorie L. DeVault, Liberating Method, Ch. 4
 Patricia Hill Collins, Black Feminist Thought, Ch. 11.
 Michele Lamont and Ann Swidler, 2014. “Methodological Pluralism and
the Possibilities and Limits of Interviewing” Qualitative Sociology
 Evaluating and Revising Interview Guides
 Selecting a device for transcribing
10/30 Introduction to Coding
 Lofland et al. Ch. 6-8
 Richard Biernacki, 2014. “Humanist Interpretation Versus Coding Text
Samples” Qualitative Sociology
 Coding exercise
Abstract for
Final Project
Due
Revised
Interview
Guides & First
Transcript Due
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12
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11/6 Focused Coding with Atlas ti
 Lofland et al. Ch. 9
 Hsiu-Fang Hsieh and Sarah E. Shannon, 2005. “Three Approaches to
Qualitative Content Analysis” Qualitative Health Research
 Kathy Charmaz, 2001. “Grounded Theory” in Contemporary Field Research,
edited by Robert M. Emerson
 Coding with Atlas ti
11/13 Analyzing Talk, Language, Discourse
 Donna Eder and Janet Lynne Enke, 1991. “The Structure of Gossip”
American Sociological Review
 Gwendolyn Etter-Lewis. 1993. My Soul is My Own. Ch. 5-6
 Darnell Hunt. 2005. “(Re)affirming Race” The Sociological Quarterly
 Moving to Analytic Memos
11/20 Academic Writing
 Lofland et al. Ch. 10-11
 Jack Katz, 2001. “Ethnography’s Warrants” in Contemporary Field Research,
edited by Robert M. Emerson
 Robert M. Emerson, 2011. Writing Ethnographic Fieldnotes, Ch. 7
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11/27
THANKSGIVING BREAK!
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12/4
RESEARCH PRESENTATION
Final Paper Due on December 15 (Monday)
Draft of
Literature
Review Due
Focused Code
Map Due
Analytic
Memos Due