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As an introduction to the classification task, the following examples illustrate several of the varied patterns that typologies can assume. Each example identifies (a) the title of a study, (b) the study's focal question, (c) the categories into which the collected information is to be located, and (d) the pattern in which the categories are to be organized when the results of the study are finally presented. The examples illustrate classification schemes for six of the approaches to data gathering described in Chapter
Interpretive History (Economics) | | Title: "A History of the New York Stock Exchange" | | | Focal question: Through what phases has the New York Stock Exchange developed since its beginning and why those particular phases? | | | Categories of information: (a) aims of the stock exchange, (b) trends in stock prices, (c) policy and practice changes, (d) reasons for such changes (including influential societal conditions), and (e) the names and roles of important people. | | | Pattern of organization: The presentation is organized by development periods that are defined by marked changes in policy and practice. Within each period the exchange's aims, stock price trends, and important people and their roles are identified. |
Face-to-Face Interview Survey (Social Work, Sociology) | | Title: "People's Reactions to Health Insurance Problems" | | | Focal question: What problems have individuals encountered in obtaining and using medical insurance, what measures have they taken to cope with those problems, how successful were those measures, and why did their efforts turn out the way they did? | | | Categories of information: The categories are of two kinds: (1) respondentidentification classes and (2) type-of-problem classes. The four respondent-identification categories divide interviewees according to their (a) age, (b) gender, (c) health insurance provider (such as Medicare, Medicaid, Prudential Insurance, and the like), and (d) length of time the insurance was held. The type-of-problem classes (problem categories, coping measures, and success of coping measures) are not established ahead of time but will be determined from an inspection of the interview responses after the interviews have been collected. In other words, the researcher does not wish to set classes ahead of time and thereby miss the inclusion of types of problems and coping techniques that were not foreseen earlier. | | | Pattern of organization: The interview results will be arranged in the order of problem incidence, with the most frequent types of problems first and the least frequent last. Within the discussion of each type, the kind of problem and its subtypes will be described first, followed by steps attempted to resolve the problems and the level of success of those attempts. At each stage of the presentation, anecdotal material illustrating various difficulties with insurance claims will be drawn from the interviews and built into the narrative. The final section of the presentation will summarize the results and offer advice to health insurance customers about the effectiveness of different methods of dealing with insurance companies. |
Experience Narrative (Anthropology) | | Title: "Cheyenne Dreams" | | | Focal questions: What are the forms and contents of representative dreams of members of the Cheyenne nation? In Cheyenne culture, what meanings are attributed to such dreams or what functions are those dreams expected to perform? | | | Categories of information: In this study, the researcher plans to select 10 dreams out of a variety of dreams collected verbatim from Cheyenne informants, then to ask the dreamers or a shaman to tell what the dreams mean or what functions such dreams serve among the Cheyenne. | | | The categories used for displaying the derived information are of two kinds: (1) respondent-identification types and (2) dream-description types. The first kind divides interviewees according to their (a) age, (b) gender, and (c) type of living context (reservation, city with numerous Cheyenne, city but separated from other Cheyenne, etc.). The dreamdescription types are divided into (a) the dream narratives themselves and (b) interpretations of the dreams' meanings and functions. | | | Pattern of presentation: The exposition of the dreams will be organized in terms of clusters of dreams that are similar in meaning or function, but the clusters cannot be determined until after the dreams have been collected. | An analysis of the collected dreams will permit the investigator to establish dream groupings. Within a group, each dreamer is to be identified by age, gender, and living context. Each dream's description will consist of the dream related verbatim, followed by an interpretation of its meaning and/or assumed function. At the close of the entire set of clusters, the author will summarize the study with generalizations about likenesses and differences among the dreams in regard to their content, attributed meanings, and apparent functions. |
Biography (Education) | | Title: "Catherine Morton, Pioneer School Mistress" | | | Focal question: What were Catherine Morton's goals at different times of her life, what were her educational achievements, and what people and events influenced her achievements? | | | Categories of information: (a) noteworthy educational accomplishments, (b) influential events, and (c) significant people. | | | Pattern of organization: Each section of the presentation is constructed around a noteworthy accomplishment that is then explained in terms of the people and events that appeared to affect it. |
Questionnaire Survey (Sociology or Religious Studies) | | Title: "Religious Affiliation and Attitudes Toward Abortion" | | | Focal questions: What relationship obtains between (a) individuals' religiousdenomination membership and their level of religious commitment and (b) the beliefs about the suitability of abortion and about the conditions under which abortion would be warranted? What reasons do respondents offer in support of their beliefs? | | | Categories of information: Respondents' (a) gender, (b) age group, (c) religiousdenomination affiliation, (d) level of religious commitment (fidelity to the tenets of their denomination), (e) level of religious activity, (f) answers to 12 multiple-choice questions about abortion, and (g) reasons respondents offer in support of their answers. (Beneath each multiplechoice question, space is provided for respondents to write a brief rationale or defense of their answer.) | | | Pattern of organization: The presentation consists of an extensive series of tables showing the relationships between categories (a)-through-(e) and answers to the 12 multiple-choice questions in terms of both the number and percentage of respondents giving each answer. Figure 10-1 illustrates the blank form of one such display. It is useful to prepare such blank tables (dummy tables) before collecting information so as to ensure that data are gathered in a manner that facilitates their classification and analysis. | | | The presentation of the data consists of addressing each of the 12 questions in turn, displaying the responses to a question in the form of three tables for each of the questions: (a) gender/age/denomination, (b) levelof-commitment/gender/denomination, and (c) level-of-activity/gender/ denomination. Each table is discussed in terms of likenesses and differences among the respondent groups. The presentation closes with (a) an | | overall summary of the response patterns, (b) the author's speculation about why the responses assumed the configurations revealed in the study, and (c) proposals about what further investigations could be conducted to resolve questions that this study has left unanswered. |
Figure 10-1 Showing Relationships by Percentages Question 2: Is there ever any circumstance in which abortion is appropriate? (in %s) | Age | Catholic | Protestant | Jewish | Female #= | Male #= | Female #= | Male #= | Female #= | Male #= | | | Y | N | ? | Y | N | ? | Y | N | ? | Y | N | ? | Y | N | ? | Y | N | ? | | 15-24 | | | | | | | | | | | | | | | | | | | | 25-34 | | | | | | | | | | | | | | | | | | | | 35-44 | | | | | | | | | | | | | | | | | | | | 45-54 | | | | | | | | | | | | | | | | | | | | 55-64 | | | | | | | | | | | | | | | | | | | | 65+ | | | | | | | | | | | | | | | | | | | | Number of respondents | | Y = Yes | | | N = No | | | ? = Undecided |
Experiment (Political Science) | | Title: "Effects of Candidates' Appearance and Speaking Styles in Political Campaigns" | | | Focal question: In what manner are voters' choices in elections influenced by the physical appearance and the style of speaking of the candidates who are running for office? | | | The Nature of the Experiment: The experiment involves subjects (college students) viewing videotaped debates between two pairs of candidates who are ostensibly running for office in a city election. After viewing the tapes, the subjects are to (a) mark ballots showing for which candidate they would vote and (b) add any comments about the basis of their choice. The college students who view the tapes are randomly divided into two groups (X and O), with each group containing an equal number of males and females. Group X views a different pair of tapes than does Group O. | The first tape seen by Group X portrays two men competing for the job of city administrator. One man is dressed in a business suit, is clean shaven, and has neatly groomed hair. The other wears a disheveled tiedyed shirt that is partially open down the front; he has long hair, a stubble beard, and a cigarette tucked over one ear. During the debate, each man speaks clearly and grammatically. Although their speeches are different in pattern, both speeches have been designed by the researcher to be identical in the issues discussed and in the positions the two candidates adopt toward the issues. Thus, the significant difference between the candidates is in their appearance and not in the content of their speeches.
The first tape seen by Group O depicts the same two men running for the city administrator job. But this time the actor who had been neatly groomed in the Group-X tape wears the tie-dyed shirt, long hair, and stubble beard; and the actor who was disheveled in the Group-X tape is now in a business suit, clean shaven, with short, slicked-down hair. Each actor gives the same speech that he gave in the Group-X tape.
After the Group-X and Group-O viewing sessions, the researcher will examine the ballots filled out by the viewers to discover how much influence the candidates' appearance apparently exerted over viewers' choices. Members of Groups X and O, after marking their ballots following the videotaped debate between the city administrator candidates, will view a second taped debate between two women who are competing for the position of mayor. Both are dressed in a similar fashion, but they differ in their manner of presenting their positions. One of them looks directly at the audience, speaks without hesitation, varies the cadence of her address, smiles, and gestures in keeping with the spirit of what she says. The other woman speaks hesitantly, frequently reads from her prepared paper, adds no gestures, and maintains the same voice volume and pitch throughout. As in the case of the men running for the city administrator position, the speeches of the two women in the mayoralty race differ in their pattern and sequence of topics but are essentially the same in content. Consequently, the difference between the two women is in their manner of presenting their position rather than in the positions they espouse. The same method used in portraying the city administrator debate is adopted with the mayor debate. The woman who was the animated speaker in the Group-X tape becomes the hesitant speaker in the Group-O tape and vice versa. Therefore, the researcher, when analyzing the ballots for the mayoralty race, should be able to judge how the presentation style, rather than the two women's facial features or grooming, affected the viewers' votes. | | Categories of information: The categories are of two kinds: (1) respondent identification types and (2) experimental conditions. The identification types include the viewers' (a) gender, (b) age, and (c) number of political science classes previously taken. The experimental-conditions categories are (a) viewing-group membership (X or O), (b) debate type (city administrator or mayor), and (c) comments viewers add to their ballots to explain their choices. | | Pattern of presentation: After describing the study's aim and experimental design, the author intends to submit the results of the experiment in two parts. The first part will focus on political candidates' grooming, the second part on their speaking style. Within each part, conclusions will be drawn about the apparent influence of the principal variable (grooming in Part I, speaking style in Part II) on voters' choices in relation to the voters' genders, ages, and prior number of political science classes taken. | | | | |
A different way to analyze classification schemes is in terms of a project's (a) title, (b) types of dimensions or variables within which categories are distinguished, (c) number of categories, and (d) category titles. Here are examples illustrating pairs of variables to be included in three imagined studies. | | Project title: "Male/Female Wage Differentials" | | | Types of dimensions: gender and average wage Number of categories: gender = 2 average wage = 10 | | | Category titles: For gender (1) female, (2) male For wage 10 wage groupings in dollar amounts ranging from lowest to highest. | | | Project title: "The United States at War in the 20th Century" | | | Types of dimensions: time in decades and wars by name Number of categories: time periods = 10 wars = 7 | | | Category titles: For time periods = (1) 1900-1910, (2) 1911-1920, (3) 19201930, . . . (10) 1991-2000 For wars = (a) WWI, (b) WWII, (c) Korea, (d) Vietnam, (e) Somalia, (f) Gulf, (f) Kosovo. | | | Project title: "The Incidence of Psychoses in Four European Nations" | | | Types of dimensions: nations and psychoses | | | Number of categories: nations = 4 psychoses = 8 | | | Category titles: For nations = Britain, France, Germany, Spain For psychoses (1) schizophrenia, (2) manic depression, . . . (8) paranoia | It should be apparent that classification structures are often far more complex than these three simple examples suggest, since multiple focal characteristics or factors are frequently included in a typology. Such can be the case with the above example of 20th century wars, which could include further categories under each decade concerning (a) the names of the combatant nations, (b) the number of members of each combatant's military force, (c) numbers and types of casualties, (d) the dominant weaponry used, (e) which nations were winners and which were losers, and (f) the treatment of the defeated by the victors.
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