chapters 1 and 2.ppt
TRANSCRIPT
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Science, Society andScience, Society and
Criminolgical ResearchCriminolgical Research
&&
The Process and ProblemsThe Process and Problemsof Criminologicalof Criminological
ResearchResearch
Science is Organized KnowledgeScience is Organized Knowledge
-Herbert Spencer-Herbert Spencer
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Thinking about what weThinking about what we
knowknowWe all know a lot of things, right?We all know a lot of things, right?
Drugs cause crimeDrugs cause crime
Criminal activity in youth causesCriminal activity in youth causes
criminal activity in adulthoodcriminal activity in adulthood
en commit more crime than womenen commit more crime than women
!overty causes crime!overty causes crime
"f course, this is too simplistic, right?"f course, this is too simplistic, right?
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How do we know weHow do we know we
know?know?#hese are e$amples that we don%t really#hese are e$amples that we don%t really
believe anymore, right? We recogni&ebelieve anymore, right? We recogni&e
that they are too simple' (t this stage wethat they are too simple' (t this stage we
recogni&e that things in life usually aren%trecogni&e that things in life usually aren%tthat simple'that simple'
)ut, there are things you take for granted,)ut, there are things you take for granted,right? So, how are we certain aboutright? So, how are we certain about
these things and not the preceding?these things and not the preceding?
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Indiidual !asedIndiidual !ased
"nowledge"nowledge(t this point in our educational and(t this point in our educational and
professional careers we%re not going toprofessional careers we%re not going to
fall for an oversimpli*ed +uestion likefall for an oversimpli*ed +uestion like
that, right?that, right?(nswers probably include things like(nswers probably include things like
Systematic observationSystematic observation
ongitudinal.historical perspectiveongitudinal.historical perspective
(nd other very sophisticated reasoning'(nd other very sophisticated reasoning'
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Is this the only we learn?Is this the only we learn?
et%s face it though, this isn%t really howet%s face it though, this isn%t really howwe learn is it?we learn is it?
!ersonnel interpretation plays an!ersonnel interpretation plays an
enormous role in how we /learn0 things'enormous role in how we /learn0 things'1t%s the reason we can all see the same1t%s the reason we can all see the same
thing, but learn very di2erent thingsthing, but learn very di2erent thingsfrom it'from it'
Does this type of knowledge have a placeDoes this type of knowledge have a placein science?in science?
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"nowledge and Science"nowledge and Science
What do we mean by science?What do we mean by science?
Science-Science-
//( set of logical, systematic,( set of logical, systematic,
documented methods for investigatingdocumented methods for investigating
nature and natural processes0nature and natural processes0
3)achman and Schutt, p' 45'3)achman and Schutt, p' 45'
Does this *t in well with the manner inDoes this *t in well with the manner in
which we learn things?which we learn things?
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Inestigating the SocialInestigating the Social
#orld#orld Hypotheses- ( statement ofHypotheses- ( statement of
relationship between two 3or more5relationship between two 3or more5
variables'variables' )ut, do we start with hypotheses?)ut, do we start with hypotheses?
6esearch 7uestions- +uestions that we6esearch 7uestions- +uestions that we
seek to answer through the collectionseek to answer through the collectionand analysis of valid and reliable data'and analysis of valid and reliable data'
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Research $uestionsResearch $uestions
6esearch +uestions are the source of6esearch +uestions are the source ofthe hypothesis'the hypothesis' 1dentifying a good research +uestion1dentifying a good research +uestion 6e*ning a research +uestion6e*ning a research +uestion 8valuating a research +uestion8valuating a research +uestion
9easibility9easibility
Social 1mportanceSocial 1mportance
Scienti*c 6elevanceScienti*c 6elevance
We often try to frame these +uestionsWe often try to frame these +uestions
within theory'within theory'
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#hat do we mean by#hat do we mean by
Theory?Theory?#heory- a set of statements about reality'#heory- a set of statements about reality'
#heoretical Constructs- items of interest#heoretical Constructs- items of interest
#hese constructs are usually what we are#hese constructs are usually what we are
trying to measure or study in more detailtrying to measure or study in more detail3our variables5'3our variables5'
So we%ve got +uestions, hypotheses,So we%ve got +uestions, hypotheses,variables and theories:where do theyvariables and theories:where do they
all go?all go?
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'Research Circle('Research Circle(
Inductie s) *eductieInductie s) *eductie
ReasoningReasoning
#H8"6;
D(#(
(#1"=S
H;!"#H8S1S
Inductie
Reasoning
startswith*ata
*eductie
Reasoni
ng
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*ata and +ariables*ata and +ariables
Data are pieces of informationData are pieces of information Constant- Data that does not varyConstant- Data that does not varyariables- Data that does varyariables- Data that does vary
ariables can be broken down evenariables can be broken down evenfurtherfurther
1ndependent ariables- ariables that1ndependent ariables- ariables thatimpact other variables'impact other variables' Dependent ariables- ariables that areDependent ariables- ariables that are
impacted by other variables'impacted by other variables'
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Indeendent s)Indeendent s)
*eendent*eendent
ariable(
ariable)
=either is 1ndependent or Dependentat this point'We%ve assumed no relationshi
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Indeendent s)Indeendent s)
*eendent*eendent
)ut if create a causal link betweenthem:
1ndependent
Dependent
"f course, we%re not limited to one
1ndependent variable'
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Tyes of ResearchTyes of Research
8$ploratory- Study of social phenomenon8$ploratory- Study of social phenomenon
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ethodologiesethodologies
7ualitative7ualitative ethods focused on analy&ing : as theethods focused on analy&ing : as the
individuals involved e$perience it'individuals involved e$perience it'
9ocus
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$ualitatie ethods$ualitatie ethods
9ocus
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ethodologiesethodologies
7uantitative7uantitative 6ecord information as numerical or6ecord information as numerical or
categorical data that varies alongcategorical data that varies along
speci*ed continuums'speci*ed continuums' SurveysSurveys 8$periments8$periments
9ocuses on general e$periences'9ocuses on general e$periences'(ssumes that most data can be(ssumes that most data can becollected within A*$ed% categories'collected within A*$ed% categories'
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$uantitatie ethods$uantitatie ethods
8$perimental 6esearch8$perimental 6esearch 1ntervention or #reatment1ntervention or #reatment
Survey 6esearchSurvey 6esearch 7uestionnaire7uestionnaire Structured 1nterviewingStructured 1nterviewing
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#hich is better?#hich is better?
6eally boils down to personnel preference'6eally boils down to personnel preference'( balancing act between the ability to be( balancing act between the ability to be
speci*c 3individual results5 versus thespeci*c 3individual results5 versus theability to generali&e to a larger population'ability to generali&e to a larger population'
$uantitatie $ualitati
e
-bility to.enerali/e
-bility to beSeci%c
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$ualitatie s)$ualitatie s)
$uantitatie$uantitatie#he most recent school of thought is that#he most recent school of thought is that
these two types of methodology don%tthese two types of methodology don%t
have to be thought of as competing'have to be thought of as competing'
7uantitative 7ualitativeI01*1TH2*
S
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How do we get started?How do we get started?
( good way to start is to understand( good way to start is to understand
our limitations'our limitations'
(s we will read in the posted article,(s we will read in the posted article,
much of our research does not standmuch of our research does not stand
the test of time'the test of time'
What do we need to be worried about?What do we need to be worried about?
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.eneral 1rrors In.eneral 1rrors In
ResearchResearch "vergenerali&ation"vergenerali&ation
(ssuming that one outcome applies to a(ssuming that one outcome applies to a
larger audience'larger audience'
Selective "bservationSelective "bservation Bsing data on a poorly sampledBsing data on a poorly sampled
group.person to understand the largergroup.person to understand the largerpopulation.universe'population.universe'
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.eneral 1rrors In.eneral 1rrors In
Research, cont)Research, cont) 1llogical 6easoning1llogical 6easoning
umping to a conclusion with inade+uateumping to a conclusion with inade+uateevidence'evidence'
6esistance to Change6esistance to Change #he inability to recogni&e when your idea or#he inability to recogni&e when your idea or
assumption isn%t working'assumption isn%t working'
We often frame these general errors inWe often frame these general errors interms of validity and reliability concerns'terms of validity and reliability concerns'
S i S i tt
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Science, Societyc ence, oc etyand Criminolgicaland Criminolgical
ResearchResearch&&
The Process ofThe Process of
CriminologicalCriminological
ResearchResearchScience is Organized KnowledgeScience is Organized Knowledge
-Herbert Spencer-Herbert Spencer