04:192:300 Lecture Notes - Lecture 8: Longitudinal Study, Sex Education
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Research Design Case Study: Key Takeaways
What do you want to know--in the clearest words possible?
● What does prior research tell us (or not) about sexual assault on campus?
Then, (systematically) Describe
● Systematic variation among college students
● 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
● 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
● Gives a “snapshot” of a particular population at a particular time
: No way to know if data are atypical; can’t establish causation
● Observations made at multiple time points
● Can establish: change/stability over time; causation
: 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
○ 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
: Attrition (people leave)
●The “Up” Projects:
○ Tracking individuals over time
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