Summary
aqa alevel sociology education module summary
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A concise summary of all the content needed for aqa sociology A-level for the education module
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PERVRT points:Practical factors- time, money, researcher skills, researcher characteristics like age, gender ethnicity,
access to open/closed settings via a gatekeeper and subject matter
Ethical factors- the BSA will only approve research if it passes the guidelines. Protection from harm,
confidentiality/anonymity, right to withdraw, informed consent, deception
Reliability- can it be repeated in an identical way in order to compare patterns/trends
Validity- is it creating an accurate picture
Representativeness- does the sample represent the wider population
Theoretical perspective- positivist (quantitative) or interpretivist (qualitative)
Sampling:
Target population- a wide group who you want to research
Sample- a smaller group who take part in research
representative sample- the sample can be generalised to the target population
Biased sample- the sample is not representative or valid
Questionnaires: (form of social survey)
Hite (1991)- 10,000 questionnaires to study female sexuality across america. She thought anonymity
would encourage truthfulness but only 4.1% replied so it was a biased sample.
Census- every household in England and Wales and is a legal requirement so is valid.
P- quick and cheap, can’t be influenced by researcher characteristics and needs few skills.
An incentive may be needed and pricey, very low response rate
E- easy to get informed consent, right to withdraw and confidentiality (don't ask for names)
Impersonal and insensitive method
R- high as they can be repeated identically to compare trends and patterns over time/groups
Inflexible so cant be tailored to the individual
V- likely to be truthful responses as they're often anonymous
Low due to Pigeon holing (predetermined answers may not represent you) or lying and exaggerating
to appear more positively
R- large amounts of data can be collected (postal or online) so more likely to be representative and
generalisable
A low response rate limits how representative and generalisable the sample is
T- positivists like the trends and patterns created from the quantitative data
Interpretivists argue that its a only a limited snapshot as little qualitative data can be collected so its
lacking in depth
Interviews: (social survey where the interviewer is physically present)
Structured:
Sue sharpes study of changing female aspirations between 1974 and 1994
Willmott and young's study of the DDOL in bethnal green
P- quicker and cheaper than unstructured. Higher response rate than questionnaires
More time consuming than questionnaires and need more skills
E- easy to gain consent and confidentiality without deception
Harder to withdraw and insensitive
R- high as they can be identically repeated (same questions in order) and compared
Inflexible
V- more difficult for participants to lie to your face
Halo effect means they say what is socially acceptable
R- should be more representative as there's a higher response rate
Time consuming so will limit the sample size and representativeness
T- positivists favour the quantitative data
Interpretivists thinks the lack of qualitative data makes it shallow data
, Unstructured:
Becker's study of teacher labelling and the ideal pupil (60 teachers)
Dobash and dobash domestic violence study
Semi structured is a combination of both (everyone has the same questions but then
researchers ask for elaboration) so has the same AO3 as unstructured.
P- may be the only appropriate method for some topics, more likely to be granted access by
a gatekeeper as they are highly personal methods
Very time consuming (do it then transcribe) requires many more skills
E- informed consent without deception, sensitive (can steer to avoid upset)
Hard to withdraw
R- completely flexible
Every single one is unique so its unreliable and not comparable
V- answering in your own words is more likely to be truthful
Low validity due to halo effect and the interviewer effect (they influence the answers via
leading questions or other things)
R- time consuming so a small sample will be used, less representative
T- interpretivists believe the qualitative data makes verstehen (empathetic understanding)
Positivists don't see the point as no trends and patterns can be established
Group:
Uses the AO3 of unstructured but has specific points too
May feel comfortable talking within a group so be more likely to open up, especially children
Ideas will be thrown around which stimulate a more lively discussion
Decreases the time taken without decreasing the sample size
BUT
One or two people may dominate the group which prevents others from contributing
Peer pressure may reduce the validity
The researcher must keep the group on topic
Data will be complicated to analyse and draw conclusions from
Observation:
Getting in- accessing a group means they need to make contact and be accepted based on
their skills, characteristics, connections and maybe luck
Staying in- research must be completed without going native (becoming overly involved so
losing objectivity and seeing it as normal) so maybe keep a contact on the outside to debrief.
Getting out- to avoid suspicion a cover story may be needed, and remember real values.
Overt participant:
Willis’ working class lads
P- easier to record data
Access difficulties, many skills are needed, very time consuming
E- informed consent without deception
May be harder to withdraw
R- completely flexible, can be guided by an open mind and what they see
All unique so can't compare data
V- high as they see what you actually do in thai setting and can ask for clarification
Hawthorne effect, we act differently when we know were being watched
R- small sample leads to unrepresentative findings
T- interpretivists say the rich qualitative data allows for detailed verstehen
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