Social Science Basics Exercise Write Up
Does alternative education work?
What are motives behind alternative programs?
How do we zero in on how hip-hop education is different from other forms of alternative education?
Does solution get developed in response to problem or does solution have to look for its problem?
Units of Analysis:
1. Analyzing the structure of hip-hop education organizations.
2. Analyzing participants within hip-hop education organizations.
• Internal state: Participant’s answers to questions pertaining to attitudes, beliefs, values and perceptions of hip-hop education.
• External state: Participant’s answers to questions pertaining to age, wealth, health status, height, weight, gender, and so on.
• Behavior: Observation of how participants interact in the setting of hip-hop education programs.
• Artifacts: Analyzing any tangible objects that hip-hop education participants produce during their time at the program. This can be anything from poetry, digital sound tracks, dance routines and so on.
• Environment: Analyzing urban communities that participants are live in.
3. Analyzing the urban communities that these hip-hop education organizations are located in.
The interaction of internal states, like perceptions, attitudes, beliefs, values, and moods.
Unit of analysis- asking participants about their perceptions, attitudes, beliefs, moods and values and how, if it is, related to hip-hop education.
Question: What are the internal states of participants in hip-hop education?
The interaction of internal states (perceptions, beliefs, moods, etc.) and external states (completed education, health status, organizational conditions).
Unit of analysis- Looking at the perceptions participants have of their achievement level at the hip-hop education organization and the student’s status towards achieving higher education.
Question: Based on participants’ achievement levels in hip-hop education programs, are these hip-hop education programs producing students that are looking to become a part of higher education?
How the interaction among eternal states relates to outcomes, like longevity or financial success.
Unit of analysis- analyzing how the participant’s class status may effect their decision to participate in hip-hop education programs.
Question: Does class status effect the participation of hip-hop education organizations?
The relationship between reported and observed behavior.
Unit of analysis- assessing reports of the success rates of participants in hip-hop education organizations from readings and program coordinators and comparing these reports to observed success rates of these participants.
Question: Is there a difference between the reported success rates and the observed success rates of hip-hop education participants?
The relation of reported behavior to factors in the social or physical environment.
Unit of analysis- ask participants how many times they do hip-hop activities during the program per day.
Question: How many times a day does participants perform hip-hop activities at the program?
How features of the social and the physical environment interact and affect human behavioral and cognitive outcomes.
Unit of analysis- Social and physical environmental features interact to affect the behavior of hip-hop education participants to participate in these organizations and how they participate.
Question: Does the social and physical environment of the hip-hop education organizations participants attend affect hip-hop education participants?
Through this exercise I came to realize that I have several questions to ask about the topic I am working on and how I would approach these questions through research. It was interesting to look at the five kinds of variables listed in Bernard’s book and applying it to my research topic because it allowed me to think of how I would operationalize my research questions.