Class Notes (1,100,000)
US (480,000)
Rutgers (10,000)
7:12 (200)
Lecture 8

04:192:300 Lecture Notes - Lecture 8: Longitudinal Study, Sex Education


Department
Communication
Course Code
04:192:300
Professor
Vikki Katz
Lecture
8

This preview shows half of the first page. to view the full 2 pages of the document.
Research Design Case Study: Key Takeaways
What do you want to know--in the clearest words possible?
First, Explore
What does prior research tell us (or not) about sexual assault on campus?
Then, (systematically) Describe
Systematic variation among college students
Finally, Explain
How students conceptually define key terms
What protects and what puts students at risk
What claims can be made from the findings?
What campus changes can SHIFT study results guide?
What symbolic (justifying a course of action) and instrumental values are there to the
findings?
What are the study’s limitations, in terms of research design or generalizability?
What new research questions could it raise?
Prior knowledge of sexual education
Types of Surveys
Cross-Sectional Surveys
Gives a snapshot” of a particular population at a particular time
Limitation
: No way to know if data are atypical; can’t establish causation
Longitudinal Surveys
Observations made at multiple time points
Can establish: change/stability over time; causation
Limitation
: Costly (time and money)
Longitudinal Survey Type #1
Trend Study
Ask the same question over time to track social stability or change
Longitudinal Survey Type #2
Cohort Study
Follows the same subpopulation of people--but samples different people every
time
A way to keep track of generational change over the life course
Longitudinal Survey Types #3
Panel Study
Study the same group of people over time
(ex: each month, each year)
Can study development of trends, decision making processes, etc.
Can compare evolution on the same variables over time
Possible limitation
: Attrition (people leave)
The Up Projects:
Tracking individuals over time
You're Reading a Preview

Unlock to view full version