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 THOMSON

VVADSVVORTH •
Tile Practice of Social Researc/t, Eleventh Edition
Earl Babbie

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 11 Unobtrusive Research 318 Preface xv Main Points 27 0 Key Terms 28 0 Review
12 Evaluation Research 348 Acknowledgments xxii Questions and Exercises 28 • Additional Read-
An Introduction to Inquiry 1 ings 29 0 SSPS Exercises 29 • Online Study
Resources 29
1 Human Inquiry and Science 2 Part 1 An Introduction
2 Paradigms, Theory, and Social Research 30 to Inquiry 1
3 The Ethics and Politics of Social Research 60
Analysis of Data 375
13 Qualitative Data Analysis 377 Paradigms, Theory,
14 Quantitative Data Analysis 404 Human Inquiry and Science 2 and Social Research 30
15 The Elaboration Model 430 Introduction 3
The Structuring of Inquiry 85 16 Statistical Analyses 449 Looking for Reality 4
Introduction 31
Some Social Science Paradigms 31
4 Research Design 86 17 Reading and Writing Social Research 488 Ordinary Human Inquiry 4 Macrotheory and Microtheory 33
Tradition 5 Early Positivism 33
5 Conceptualization,Operationalization,
Authority 5 Social Danvinism 34
and Measurement 120 Appendixes A1 Errors in Inquiry, and Some Solutions 6 Conflict Paradigm 34
6 Indexes, Scales, and Typologies 152 What's Really Real? 7
A Using the Library A2 Symbolic Interactionism 35
7 The Logic of Sampling 179 The Foundations of Social Science 10 Ethnomethodology 36
B GSS Household Enumeration Questionnaire A8 Theory, Not Philosophy or Belief 10 Structural Functionalism 37
( Random Numbers A18 Social Regularities 11 Feminist Paradigms 37
D Distribution of Chi Square A20 Aggregates, Not Individuals 13 Critical Race Theory 39
Modes of Operation 219 E Normal Curve Areas An A Variable Language 14 Rational Objectivity Reconsidered 40
F Estimated Sampling Error A23 Some Dialectics of Social Research 19 Elements of Social Theory 43
8 Experiments 220 Idiographic and Nomothetic Explanation 19
G Twenty Questions aJournalist Should Ask Two Logical Systems Revisited 44
9 Survey Research 243 Inductive and Deductive Theory 22 The Traditional Model of Science 44
about Poll Results A24
10 Qualitative Field Research 285 Qualitative and Quantitative Data 23 Deductive and Inductive Reasoning:
Pure and Applied Research 25 A Case Illustration 46
The Ethics of Social Research 26 A Graphic Contrast 49
Voluntary Participation 26 Deductive Theory Construction 51
No Harm to Subjects 27 Getting Started 51
Constructing Your Theory 52
vi vii
 Contents ix
viii Contents
The Research Proposal 113 Who Decides What's Valid? 148
An Example of Deductive Theory:
Distributive Justice 52
Part 2 The Structuring Elements of a Research Proposal 114 Tension between Reliability and Validity 148

Inductive Theory Construction 54 of Inquiry 85 Main Points 115 • Key Terms 116 • Review
Questions and Exercises 117 • Additional Read-
Main Points 149 • Key Terms 150 • Review
Questions and Exercises 150 • Additional Read-
An Example of Inductive Theory: ings 117 • SSPS Exercises 118 • Online Study ings 150 • SSPS Exercises 151 • Online Study
Why Do People Smoke Marijuana? 54 Resources 118 Resources 151
The Links between Theory Research Design 86
and Research 55
Main Points 56 • Key Terms 57 • Review Introduction 87
Questions and Exercises 58 • Additional Read- Three Purposes of Research 87
ings 58 • SSPS Exercises 59 • Online Study Exploration 88 Conceptualization, Indexes, Scales,
Resources 59 Description 89 Operationalization, and Typologies 152
Explanation 89
The Logic of Nomothetic
and Measurement 120 Introduction 153
Explanation 90 Introduction 121 Indexes versus Scales 153
The Ethics and Politics Criteria for Nomothetic Causality 90 Measuring Anything That Exists 121 Index Construction 156
False Criteria for Nomothetic Causality 91 Conceptions, Concepts, and Reality 122 Item Selection 156
of Social Research 60 Necessary and Sufficient Causes 93 Concepts as Constructs 123 Examination of Empirical Relationships 157
Index Scoring 162
Introduction 61 Units of Analysis 94 Conceptualization 124
Handling Missing Data 163
Ethical Issues in Social Research 62 Individuals 96 Indicators and Dimensions 125
Index Validation 165
Voluntary Participation 62 Groups 96 The Interchangeability of Indicators 127
The Status of Women: An Illustration
No Harm to the Participants 63 Organizations 97 Real, Nominal, and Operational
of Index Construction 167
Anonymity and Confidentiality 64 Social Interactions 97 Definitions 128
Deception 67 Social Artifacts 97 Creating Conceptual Order 128 Scale Construction 168
Units of Analysis in Review 99 An Example of Conceptualization: Bogardus Social Distance Scale 168
Analysis and Reporting 68
Faulty Reasoning about Units of Analysis: The Concept of Anomie 130 Thurstone Scales 169
Institutional Review Boards 69
The Ecological Fallacy and Reductionism 99 Likert Scaling 170
Professional Codes of Ethics 71 Definitions in Descriptive
Semantic Differential 171
Two Ethical Controversies 71 The Time Dimension 101 and Explanatory Studies 132
Guttman Scaling 172
Trouble in the Tearoom 71 Cross-Sectional Studies 102 Operationalization Choices 133
Observing Human Obedience 73 Longitudinal Studies 102 Range of Variation 133 Typologies 175
Approximating Longitudinal Studies 105 Variations between the Extremes 135 Main Points 176 • Key Terms 176 • Review
The Politics of Social Research 74
Examples of Research Strategies 107 A Note on Dimensions 135 Questions and Exercises 177 • Additional Read-
Objectivity and Ideology 75
ings 177 • SSPS Exercises 177 • Online Study
Politics with a Little "p" 78 How to Design a Research Project 107 Defining Variables and Attributes 136
Resources 177
Politics in Perspective 79 Getting Started 109 Levels of Measurement 136
Conceptualization 110 Single or Multiple Indicators 140
Main Points 80 • Key Terms 81 • Review
Questions and Exercises 81 • Additional Read- Choice of Research Method 110 Some Illustrations of Operationalization
ings 82 • SSPS Exercises 82 • Online Study Operationalization III Choices 141
Resources 82 Population and Sampling III Operationalization Goes On and On 142 The Logic of Sampling 179
Observations III Criteria of Measurement Quality 143
Introduction 180
Data Processing III Precision and Accuracy 143
Analysis 112 Reliability 143 A Brief History of Sampling 181
President Alf Landon 181
Application 112 Validity 146
President Thomas E Dewey 182
Research Design in Review 112
Two Types of Sampling Methods 183
x Contents Contents xi

Nonprobability Sampling 183 Avoid Double~Barreled Questions 247

Reliance on Available Subjects 183
Part 3 Modes of Respondents Must Be Competent to
Purposive or Judgmental Sampling 184 Operation 219 Answer 248 Qualitative Field
Snowball Sampling 184 Respondents Must Be Willing to Answer 249
Quota Sampling 185 Questions Should Be Relevant 249 Research 285
Selecting Informants 186 Short Items Are Best 249 Introduction 286
The Theory and Logic
Experiments 220 Avoid Negative Items 250
Topics Appropriate to Field Research 286
of Probability Sampling 187 Introduction 221 Avoid Biased Items and Terms 250
Special Considerations in Qualitative
Conscious and Unconscious Topics Appropriate to Experiments 221 Questionnaire Construction 251 Field Research 289
Sampling Bias 188 General Questionnaire Format 252 The Various Roles of the Observer 289
The Classical Experiment 222
Representativeness and Probability Independent and Dependent Variables 222 Formats for Respondents 252 Relations to Subjects 291
of Selection 189 Contingency Questions 252
Pretesting and Posttesting 222 Some Qualitative Field Research
Random Selection 190 Matrix Questions 254
Experimental and Control Groups 223 Paradigms 293
Probability Theory, Sampling Distributions, Ordering Items in a Questionnaire 255
The Double-Blind Experiment 224 Naturalism 293
and Estimates of Sampling Error 191 Questionnaire Instructions 256 -
Selecting Subjects 225 Ethnomethodology 294
Populations and Sampling Frames 199 Probability Sampling 225
Pretesting the Questionnaire 257
Grounded Theory 296
Review of Populations and Sampling A Composite Illustration 257
Randomization 226 Case Studies and the Extended Case
Frames 201
Matching 226 Self-Administered Questionnaires 257 Method 298
Types of Sampling Designs 202 Matching or Randomization? 227 Mail Distribution and Return 260 Institutional Ethnography 300
Simple Random Sampling 202 Monitoring Returns 261 Participatory Action Research 301
Variations on Experimental Design 228
Systematic Sampling 202 Follow-up Mailings 261
Preexperimental Research Designs 228 Conducting Qualitative Field
Stratified Sampling 205 Acceptable Response Rates 262
Validity Issues in Experimental Research 230 Research 303
Implicit Stratification in Systematic A Case Study 263
An Illustration of Experimentation 234 Preparing for the Field 304
Sampling 207
Interview Surveys 264 Qualitative Interviewing 305
Illustration: Sampling University Alternative Experimental Settings 237 The Role of the Survey Interviewer 264 Focus Groups 308
Students 208 Web-Based EX"periments 237
General Guidelines for Survey Recording Observations 309
Multistage Cluster Sampling 208 "Natural" Experiments 237 Interviewing 265
Multistage Designs and Sampling Error 209 Strengths and Weaknesses Research Ethics in Qualitative Field
Coordination and Control 267
Stratification in Multistage Cluster of the Experimental Method 239 Research 312
Telephone Surveys 269
Sampling 211 Main Points 240 • Key Terms 241 • Review Strengths and Weaknesses of QUalitative
Computer Assisted Telephone Interviewing
Probability Proportionate to Size (PPS) Questions and Exercises 241 • Additional Read- Field Research 312
(CATI) 270
Sampling 211 ings 241 • SSPS Exercises 241 • Online Study Validity 313
Response Rates in Interview Surveys 271
Disproportionate Sampling and Resources 241 Reliability 314
Weighting 213 New Technologies and Survey
Main Points 314 • Key Terms 31 5 • Review
Research 272 Questions and Exercises 315 • Additional Read~
Probability Sampling in Review 215
Comparison of the Different Survey inas 315 • SSPS Exercises 316 • Online Study
Main Points 215 • Key Terms 216 • Review b

Methods 275 Resources 317

Questions and Exercises 216 • Additional Read~
ings 217 • SSPS Exercises 217 • Online Study
Survey Research 243 Strengths and Weaknesses of Survey
Resources 217 Introduction 244 Research 276
Topics Appropriate for Survey Secondary Analysis 277
Research 244 Main Points 280 • Key Terms 281 • Review Unobtrusive Research 318
Guidelines for Asking Questions 245 Questions and Exercises 282 • Additional Read-
inas
o 282 • SSPS Exercises 283 • Online Study
Introduction 319
Choose Appropriate Question Forms 246
Make Items Clear 247 Resources 283 Content Analysis 320
xi i Contents Contents xiii

Topics Appropriate to Content Analysis 320 The Social Context 362 Elaboration and Ex Post Facto
Sampling in Content Analysis 321 Logistical Problems 363 Hypothesizing 444
Coding in Content Analysis 325 Some Ethical Issues 364 Quantitative Data Analysis 404 Main Points 445 • Key Terms 446 • Review
An illustration of Content Analysis 328 Use of Research Results 365 Questions and Exercises 446 • Additional Read-
Introduction 405
Strengths and Weaknesses of Content Social Indicators Research 369 ings 447 • SSPS Exercises 447 • Online Study
Analysis 330 Quantification of Data 405 Resources 447
The Death Penalty and Deterrence 370
Developing Code Categories 406
Analyzing Existing Statistics 330 Computer Simulation 371
Codebook Construction 408
Durkheim's Study of Suicide 331 Main Points 371 • Key Terms 372 • Review Data Entry 409
The Consequences of Globalization 332 Questions and Exercises 372 • Additional Read-
Univariate Analysis 409
Units of Analysis 333 ings 372 • SSPS Exercises 373 • Online Study
Distributions 410
Statistical Analyses 449
Problems of Validity 333 Resources 373
Central Tendency 411 Introduction 450
Problems of Reliability 334
Dispersion 414
Sources of Existing Statistics 335 Part 4 Analysis of Data 375 Continuous and Discrete Variables 415
Descriptive Statistics 450
Data Reduction 450
Comparative and Historical Research 338
Detail versus Manageability 415 Measures of Association 451
Examples of Comparative and Historical
Research 338 Subgroup Comparisons 416 Regression Analysis 455
Sources of Comparative and Historical
Qualitative Data Analysis 377 "Collapsing" Response Categories 416 Inferential Statistics 459
Data 341 Handling "Don't Knows" 418 Univariate Inferences 460
Introduction 378
Analytical Techniques 342 Numerical Descriptions in Qualitative Tests of Statistical Significance 461
Linking Theory and Analysis 378 Research 419
Main Points 345 • Key Terms 345 • Review Discovering Patterns 378 The Logic of Statistical Significance 462
Questions and Exercises 345 • Additional Read- Grounded Theory Method 380
Bivariate Analysis 419 Chi Square 466
ings 346 • SSPS Exercises 346 • Online Study Percentaging a Table 421
Semiotics 381 Other M.ultivariate Tedmiques 470
Resources 346 Constructing and Reading Bivariate Path Analysis 471
Conversation Analysis 383
Tables 423
Time-Series Analysis 471
Qualitative Data Processing 384
Introduction to Multivariate Factor Analysis 474
Coding 384
Analysis 424 Analysis of Variance 476
Memoing 388
Evaluation Research 348 Concept Mapping 389 Sociological Diagnostics 425 Discriminant Analysis 478
Main Points 427 • Key Terms 428 • Review Log-Linear Models 482
Introduction 349 Computer Progranls
Questions and Exercises 428 • Additional Read- Geographic Information Systems (GIS) 483
Topics Appropriate to Evaluation for Qualitative Data 390
ings 428 • SSPS Exercises 429 • Online Study Main Points 484 • Key Terms 486 • Review
Leviticus as Seen through NUD*IST 391
Research 350 Resources 429 Questions and Exercises 486 • Additional Read-
UsinG NVivo to Understand Women Film
{:>
Formulating the Problem: Directors, by Sandrine Zerbib 393 ings 486 • SSPS Exercises 487 • Online Study
Issues of Measurement 351 Resources 487
Specifying Outcomes 352
The Qualitative Analysis
of Quantitative Data 398
Measuring Experimental Contexts 353
Main Points 401 • Key Terms 401 • Review
The Elaboration Model 430
Specifying Interventions 354
Questions and Exercises 401 • Additional Read- Introduction 431
Specifying the Population 354
New versus Existing Measures 354
ings 402 • SSPS Exercises 402 • Online Study
The Origins of the Elaboration Model 431
Reading and Writing
Resources 402
Operationalizing Success/Failure 355 The Elaboration Paradigm 436 Social Research 488
Types of Evaluation Research Replication 437
Introduction 489
Designs 356 Explanation 437
OrgarIizing a Review
Experimental Designs 356 Interpretation 439
of the Literature 489
Quasi-Experimental Designs 357 SpeCification 439
Qualitative Evaluations 361 Refinements to the Paradigm 442
xiv " Contents

Journals versus Books 490

Evaluation of Research Reports 491
( Random Numbers A18
Using the Internet Wisely 496 D Distribution of Chi Square A20
Some Useful Websites 496
Searching the Web 496 E Normal Curve Areas A22
Evaluating the Quality of Internet
Materials 498 F Estimated Sampling Error A23
Citing Internet Materials 502
Writing Social Research 503
G Twenty Questions a
Some Basic Considerations 503 Journalist Should Ask
Organization of the Report 505
Guidelines for Reporting Analyses 507
about Poll Results A24
A "few" years ago (I hate to tell you how many), 30 Being prepared to make appropriate compro-
Going Public 508 I began teaching my first course in social research mises whenever field conditions do not per-
Main Points 509 • Key Terms 510 0 Review Bibliography B1 methodso The course focused specifically on survey
research methods, and I had only six students in
mit the routine application of established
techniqueso
Questions and Exercises 510 • Additional Read-
ings 511 0 SSPS Exercises 511 • Online Study the classo As the semester progressed, I became
Resources 511 Glossary G1 more relaxed as a teacher. Before long, my stu- The next day, unexpectedly, Wadsworth called and
dents and I began meeting in my office, where I asked me to write a methods text!
Survey Research Methods was published in 19730
Index 11 could grab and lend books from my own library
Appendixes A1 as their relevance occurred to me during class My editors and I immediately received some good
news, some bad news, and some additional good
meetingso
One nagging problem I faced then was the lack news. The first good news was that all survey re-
A Using the Library A2 of a good textbook on survey research. The avail- search instructors seemed to love the book, and it
able books fell into one of two groupso Some books was being used in virtually every survey research
B GSS Household Enumeration presented the theoretical logic of research methods course in the countryo The bad news was that there
Questionnaire A8 in such abstract terms that I didn't think students weren't all that many survey research courseso
would be able to apply any of the general prin- The final good news, however, was that many
ciples to the practical world of "doing" researcho instructors who taught general social research
The other books were just the oppositeo Often courses-covering survey research alongside other
termed "cookbooks," they presented detailed, research methods-were inclined to use our book
step-by-step instructions on how to conduct a and supplement it with other books dealing with
survey. Unfortunately, this approach only pre- field research, experiments, and so on. While ad-
pared students to conduct surveys very much like justing to our specialized book, however, many in-
the one described by the authorso Neither the ab- structors suggested that Wadsworth have "that same
stract nor the "cookbook" approach seemed truly guy" write a more general social research text
useful to students or their instructors. The preface of the first edition of The Practice of .
One day I found myself jotting down the table Social Research (1975) acknowledged the assistance
of contents for my ideal research methods text- of a dozen social research instructors from Califor-
book. It was organized around three theoretical nia to Floridao The book was a collaboration in a
principles on which scientific research is based: very real sense, even though only my name was
on the cover and I was ultimately responsible for it.
10 Understanding the theoretical principles on The Practice of Social Research was an immediate
which scientific research is based. successo Although it was initially written for sociol-
20 Seeing how those principles are reflected in the ogy courses, subsequent editions have been in-
established techniques for doing research. creasingly used in fields such as Psychology, Public

xv
 xvi Preface
Preface xvii

Administration, Urban Studies, Education, Commu- have been assigned the book; many of the changes also a discussion of the "reverse Bogardus Chapter 12, "Evaluation Research" I've
nications, Social Sciences, and Political Science- come from them. scale." expanded the discussion of different types of
in some 30 different disciplines, I'm told. Moreover, Here are some of the other changes in this edi-
Chapter 7, "The Logic of Sampling" The evaluation.
it's being used by teachers and researchers in nu- tion, arranged by chapter:
chapter begins by looking at the polls from Chapter 13, "Qualitative Data Analysis"
merous countries around the world, and in 2000
Chapter 1, "Human Inquiry and Science" the 2004 presidential election. I've expanded I've added a discussion of axial coding and
a Beijing publisher released a Chinese edition.
Birthrate data have been eX"panded and up- the discussion of sampling error and replaced selective coding.
I've laid out this lengthy history of the book
for a couple of reasons. First, when I was a student, dated. In the interests of highlighting the inter- "Sampling Santa's Fans" with an example of Chapter 14, "Quantitative Data Analysis"
I suppose I thought of textbooks the same way that national character of social research, I've added sampling in Iran. There's also a discussion of A new section, "Sociological Diagnostics," illus-
I thought about government buildings: They were a report on a courageous Egyptian sociologist, weighting by political party in political polls. trates the power of social scientific analyses in
just there. I never really thought about them as Saad Ibrahim. There is also a discussion of Chapter 8, "Experiments" I've added a dis- addressing real social problems. I've updated
being written by human beings. I certainly never Crystal Eastman, an applied researcher early cussion of labeling theory in connection with Table 14-4 and expanded the explanation of it,
thought about textbooks as evolving: being up- in the twentieth century. an existing sample that illustrates it. There is as well as adding two new tables with discus-
dated, getting better, having errors corrected. Chapter 2, "Paradigms, Theory, and So- also a new section on web-based experiments. sions. I reformatted Figure 14-4 per reviewer
As a student, I would have been horrified by the cial Research" The discussions of feminist suggestion.
Chapter 9, "Survey Research" I've added
thought that any of my textbooks might contain paradigms and of postmodernism have been some new examples and expanded the discus- Chapters 15, "The Elaboration Model"
mistakes! expanded. There is a new section, "Critical sion of factors increasing and decreasing re- The logic of elaboration lays the groundwork
Second, pointing out the evolution of the book Race Theory." The Sherif experiments are sponse rates. I've clarified that the rough guide- for most multivariate analysis in the social
sets the stage for a preview of the changes that have discussed in the section "Rational Objectivity lines regarding acceptable response rates are sciences; I've expanded the discussion of that
gone into this 11 th edition. As with previous revi- Reconsidered." point so students will understand why the
not based on theory; rather, they merely reflect
sions' several factors have prompted changes. For Chapter 3, "The Ethics and Politics of So- my observation of professional norms. I've ex- chapter is important to their training in social
example, because social research technology and cial Research" There are two new sections: panded the discussions of the General Social research.
practices are continually changing, the book must "The Politics of Sexual Research" and "Politics Survey and the "Analyze" program for analyz- Chapter 16, "Statistical Analyses" The ma-
be updated to remain current and usefuL In my and the Census." There is an expanded discus- ing GSS data online. I've eX"panded the discus- jor change in this chapter is the addition of
own teaching, I frequently find improved ways to sion of the Rik Scarce case, and participatory sion of online surveys, and there is a new dis- sections on analysis of variance, discriminant
present standard materials. Colleagues also often action research is introduced here, in the con- cussion and citation for the secondary analysis analysis, log-linear models, and Geographic In-
share their ideas for ways to teach specific topics. text of social action. of qualitative data. formation Systems. I've expanded the discus-
Some of these appear as boxed inserts in the book. Chapter 4, "Research Design" I discuss the sion of the difference between statistical and
Chapter 10, "Qualitative Field Research"
Both students and instructors often suggest that use of both qualitative and quantitative re- substantive significance. Finally, I've dropped
There is a new example from John Lofland on
various topics be reorganized, expanded, clarified, search, through an examination of terrorism the opening discussion of Mathematical Marvin
the demolition of an old building. I've intro-
shrunk, or-gasp-deleted. studies. The importance of cohort studies is il- and math avoidance to help make space for the
duced the concepts of "etic" and "emic" ap-
lustrated vvith an example in which the findings expansion of techniques.
proaches to field research. I've more clearly dis-
of simpler, cross-sectional studies are reversed. tinguished case studies from comparative case Chapter 17, "Reading and Writing Social
The discussion of units of analysis has been ex- studies, and I've added discussions of virtual Research" There is a new section on organiz-
panded. There is a new section on social inter- ing a review of the literature. There's also an-
New to the 11 th Edition actions as a unit of analysis. The discussion of
ethnography and autoethnography. Finally,
other new section on presenting papers and
there is a discussion of telephone and online
In an earlier edition of this book, I said, "Revising a reductionism has been revised, and there is an focus groups. publishing articles-activities that students are
textbook such as this is a humbling experience. No eX"panded treatment of literature reviews. pursuing with increased frequency.
Chapter 11, "Unobtrusive Research" I've
matter how good it seems to be, there is no end of Chapter 5, "Conceptualization, Opera- added both qualitative and quantitative ex- As always, I've updated materials throughout
ideas about how it could be improved." That obser- tionalization, and Measurement" The dis-
amples of content analysis and added a sec- the book. As an instructor, I'm constantly searching
vation still holds true. When we asked instructors cussion of reification has been eX"panded, and
tion on the consequences of globalization. for new and more effective ways of explaining so-
what could be improved, they once again thought conceptualization has been illustrated with an
There are directions for downloading the Sta- cial research to my own students; many of those
of things, and I've considered all their suggestions, analysis of the meaning of "genocide."
tistical Abstract of the United States from the web. new explanations take the form of diagrams. You'll
followed many of them, and chosen to "think some Chapter 6, "Indexes, Scales, and Typolo- I've also added discussions of Stark's The Rise of find several new graphical illustrations in this edi-
more" about others. I've also received numerous gies" I've expanded the discussion of the dif- Christianity and Deflem's book on international tion. Once again, I've sought to replace aging re-
comments and suggestions from students who ference between indexes and scales. There's policing. search examples (except for the classics) with more
xviii Preface Preface xix

recent ones. I've also dropped some sections that I Advances in computer graphics have helped me to take their learning beyond the text and it heavily as a review of the text, and I count the
don't think do much for students anymore. communicate to the Wadsworth artists what I classroom. exercises as half their grade in the course.
There's one small change I'm especially pleased see in my head and would like to share with In this edition, Ted and I have once again
Appendixes As in previous editions, a set of
with. From the very first edition, I've tried to retain students . I'm delighted with the new graphics sorted through the exercises and added new ones
appendixes provides students with some re-
my sanity while writing glossary definitions by in- in this edition. we've created in our own teaching or heard about
search tools, such as a guide to the library, a
cluding some (arguably) funny ones. As I was do- Boxed examples and discussions Students from colleagues. These include matching, multiple-
table of random numbers, and so forth. There
ing this revision, I received suggested additions tell me they like the boxed materials that high- choice, and open-ended discussion questions for
is an SPSS primer on the book's website along
from two students, both outside the United States. light particular ideas and studies, as well as each chapter, along with four to six exercises that
with primers for NVivo and Qualrus.
I've included several of their definitions and will be varying the format of the book. Beginning in use examples from everyday life to reinforce the
Clear and accessible writing This is perhaps
open to more student submissions in the future. the tenth edition, I've been using boxes that material learned in the text. Also included are the
As with each new edition, I would appreciate the most important "pedagogical aid" of alL I
focus on the ways the mass media use and mis- know that all authors strive to write texts that answers to the matching and multiple-choice re-
any comments you have about how the book can use social research. view questions, as well as a General Social Survey
be improved. Its evolution over the past 30 years are clear and accessible, and I take some pride
Running glossary Key terms are highlighted in the fact that this "feature" of the book has appendix, plus chapter objectives, chapter sum-
has reflected countless comments from students maries, and key terms.
in the text, and definitions for each term are been one of its most highly praised attributes
and others.
listed at the bottom of the page. This will help through its ten previous editions. It is the one
students learn the definitions of these terms thing students write most often about. For the
Pedagogical Features and locate them in each chapter to review
them in context.
11 th edition, the editors and I have taken spe-
cial care to reexamine literally every line in the
SPSS Student Version CD-ROM 74.0
(Windows only)
Although students and instructors both have told Main Points At the end of each chapter, a book, pruning, polishing, embellishing, and Based on the professional version of one of the
me that the past editions of this book were effective concise list of main points provides both a brief occasionally restructuring for a maximally world's leading desktop statistical software pack-
tools for learning research methods, I have used chapter summary and a useful review. The "reader-friendly" text. Whether you're new to ages, SPSS Student Version for Windows provides
this revision as an opportunity to review the book main points let students know exactly what this book or intimately familiar with previous real-world software for students to do sociological
from a pedagogical standpoint, fine-tuning some ideas they should focus on in each chapter. editions, I invite you to open to any chapter data analysis, such as interpreting the GSS data sets
elements, adding others. Here's the package we and evaluate the vvriting for yourself. found on the companion website.
Key Terms A list of key terms follows the
ended up with in the 11 th edition.
main points. These lists reinforce the students'
Chapter Overview Each chapter is preceded acquisition of necessary vocabulary. The new
'''"ith a pithy focus paragraph that highlights the vocabulary in these lists is defined in context Supplements SPSS Practice Workbook
principal content of the chapter. in the chapters. The terms are boldfaced in the
The Practice of Sodal Research, 11 th edition, is accom- This handy guide is coordinated with the text and
Chapter Introduction Each chapter opens text, defined in the running glossary that ap-
panied by a wide array of supplements prepared for SPSS CD-ROM 14.0 to help students learn basic
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learning environment inside as well as outside the own data; create, save, and retrieve files; produce
lates them to the content of other chapters the book.
classroom. All the continuing supplements for The and interpret data summaries; and much more.
in the book. Review Questions and Exercises This re- Also included are SPSS practice exercises correlated
Practice of Social Research, 11 th edition, have been
Clear and provocative examples Students view aid allows students to test their under- with each chapter. The guides comes free when
thoroughly revised and updated, and several are
often tell me that the examples-real and standing of the chapter concepts and apply bundled with the text.
new to this edition. I invite you to examine and
hypothetical-have helped them grasp diffi- what they've learned.
take full advantage of the teaching and learning
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For the Student Over the years, the publisher and I have sought to
Graphics From the first time I took a course more on the topics discussed in the chapter.
provide up-to-date personal computer support for
in research methods, most of the key concepts SPSS Exercises and Online Study Re- Guided Activities forThe Practice of students and instructors. Because there are now
have made sense to me in graphical form. sources This edition continues previous edi- Social Research, 77th Edition many excellent programs for analyzing data, we've
Whereas my task here has been to translate tions' movement into cyberspace. Students can The student study guide and workbook Ted Wage- provided data to be used with them. With this edi-
those mental pictures into words, I've also in- use the annotated list of useful websites in this naar and I have prepared continues to be a main- tion, we've updated the data disk to include the
cluded some graphical illustrations in the book. section, as well as other resources mentioned, stay of my own teaching. Students tell me they use 2004 GSS data.
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