LOYOLA UNIVERSITY – SPRING 2001

CRJU 710

Research Methods and Statistics




INSTRUCTOR:

Dr. William E. Thornton, Ph.D. (thornton@loyno.edu)
Stallings Room 124, 865-2134
City College, 865-3530
COURSE MEETING TIME:
Friday 6pm-10pm; Saturday 9am-5pm
February 2 & 3; March 9 &10; March 30 & 31
COURSE DESCRIPTION:  Research methodology includes the conceptualization of a research theory or problem and the collection and analysis of data to reach a conclusion.  Basic research methods   courses concentrate on the logic, terminology, and concepts in research methodology. Data collection and analysis techniques including descriptive and inferential statistical applications in relation to appropriate data sets are also covered.  CRJU 710 will review this basic material but a substantial component of the course will be reading and discussing aspects of criminal justice research. The uses of social research in various settings will be reviewed.

While this course is taught within the context of criminal justice, the basic techniques of research methods and statistics are not “discipline” bound.  Our framework for the course will be on the advanced aspects of research methodology and  the use of statistics to analyze both primary and secondary data.   Research and examples from the field of criminology and criminal justice will be used throughout the course.

COURSE OBJECTIVES:  Upon completion of this course, the student should:

1. Be familiar with the logic and concepts necessary to understand and conduct social research in the field of criminology and criminal justice;
2. Be able to conceptualize a research problem or theory;
3. Be able to operationalize and measure variables for scientific analysis;
4. Be able to understand  research from a wide variety of disciplines;
5. Be able to apply and interpret descriptive and inferential statistics
in a variety of research designs;
6. Be able to write a research proposal and implement the research problem/theory by collecting and analyzing data.
Prerequisites:  Since this is a new graduate program, there are no prerequisites for this course.  Most students who have earned bachelor degrees in the social sciences (e.g., sociology, psychology, criminology, criminal justice, etc.) should have taken a basic social science statistics course.   The introduction and use of statistics in this course will be from an interpretational and understanding view rather than from a computational one.  To this extent, individuals without some background in statistics and research methods should be able to understand the course content.  One of the texts, Research Methods in Criminal Justice and Criminology by Frank Hagan can serve as a basic review for both those students who have had earlier courses in their college degree programs and for those who have not.

COURSE TEXTS (required):

(1) Frank E. Hagan. Research Methods in Criminal Justice and Criminology, 2000 - obtain from bookstore;

(2) William Thornton, Chapter 7 (Criminological Research: Methods and Resources) in syllabus packet;

(3) Measurement and Analysis of Crime and Justice (Volume 4). U.S. Department of Justice, Criminal Justice 2000 - obtain from bookstore;

(4) Policies, Processes and Decisions of the Criminal Justice System (Volume 3). U.S. Department of Justice, Criminal Justice, 2000 - obtain from bookstore;

(5) Daubert v. Merrell Dow Pharmaceuticals, Inc., 509 U.S. 579 (1993) in syllabus packet;

(6) Federal Rules of Evidence 702

REQUIRED JOURNAL ARTICLES/MONOGRAPHS (all in syllabus packet):
Article 1:  Chris E. Marshall and Vincent J. Webb. 1994. A Portrait of Crime Victims Who Fight Back. Journal of Interpersonal Violence, March, Volume 9, #1, 45-74 (descriptive statistics and factor scales);

Article 2: Roger Parks, Stephen Mastrofski, Christina DeJong and Kevin Gray. 1999. How Officers Spend their Time with the Community. Justice Quarterly, Sept., Volume 16, #3, 484-518 (descriptive statistics, graphs);

Article 3: Ray Surette. 1999. Media Echoes: Systemic Effects of News Coverage. Justice Quarterly, Sept. Volume 16, #3, 601-631 (regression analysis);

Article 4: William R. Smith, Sharon Frazee and Elizabeth Davison. 2000. Furthering the Integration of Routine Activity and Social Disorganization Theories: Small Units of Analysis and the Study of Street Robbery as a Diffusion Process, Criminology, Volume 38, #2, 489-521 (descriptive statistics, correlation coefficients and regression analysis);

Article 5: John Freedy, Heidi Resnick, Dean Kilpatrick, Bonnie Dansky, and Ritchie Tidwell. 1994. The Psychological Adjustment of Recent Crime Victims in the Criminal Justice System.  Journal of Interpersonal Violence, Volume 9, #4, 450-468 (significance tests);

Article 6:  Tom Caywood. 1998. Routine Activities and Urban Homicides: A Tale of Two Cities. Homicide Studies, Volume 2, Number 1, 64-82 (gamma coefficients and tests of significance);

Article 7: Marshall Jones and Donald Jones. 2000. The Contagious Nature of Antisocial Behavior. Criminology, Volume 38, #1, 25-80 (descriptive statistics and tests of significance);

Article 8:  Paul E. Bellair. 2000. Informal Surveillance and Street Crime: A Complex Relationship. Criminology, Volume 38, #1, 137-167 (descriptive statistics and regression analysis);

Article 9: Susan Bach and Abraham Pizam. 1996. Crimes in Hotels. Hospitality Research Journal, Volume 20, #2, 59-75 (descriptive statistics and tests of significance);

Article 10:  Matthew Handford. 1994. Electronic Tagging in Action: A Case Study in Retailing. In Martin Gill (ED) Crime at Work: Studies in Security and Crime Prevention. London: Perpuity Press (descriptive statistics);

Article 11:  Ken Pease. 2000. A Review of Street Lighting Evaluations: Crime Reduction Effects. In Kate Painter and Nick Tilley. Surveillance of Public Space: CCTV, Street Lighting and Crime Prevention. London: Crime Prevention Studies Press (meta-analysis) ;

Article 12: Clive Norris and Gary Armstrong. 2000. CCTV and the Social Structuring of Surveillance. In Kate Painter and Nick Tilley. Surveillance of Public Space: CCTV, Street Lighting and Crime Prevention. London: Crime Prevention Studies Press (descriptive statistics);

Article 13:  Rachel Armitage, Graham Smyth, and Ken Pease. 2000. Burnley CCTV Evaluation.  In Kate Painter and Nick Tilley. Surveillance of Public Space: CCTV, Street Lighting and Crime Prevention. London: Crime Prevention Studies Press (descriptive statistics);

Article 14: Thomas Winfree, Graden McCool, Diana Guercio, and Larry Williams. 1986. Maintaining Security in a Metropolitan Medical Facility: A Survey. Journal of Security Administration, Volume 9, #1;

Article 15:  Robert Meadows and Lawrence Trostle. 1989. Managerial Perceptions Regarding Proprietary Security Policy in the Retail Industry. Journal of Security Administration, Volume 12, #2;

Article 16:  David Robinson, Frank Porporino and Linda Somourd.1997, The Influence of Educational Attainment on the Attitudes and Job Performance of Correctional Officers. Crime and Delinquency, Volume 43, #1

COURSE REQUIREMENTS:  Grades for the course will be derived from several sources:
(1) a comprehensive final examination (25%);
(2) several small written assignments/exercises (25%);
(3) class participation; and,
(4) a research project and presentation (see accompanying handout) (50%).
GRADING POLICY:  Class attendance is a requirement.  No classes may be missed without instructor's permission.  Absence from each class will result in a grade reduction of one letter grade.  No late assignments will be accepted for any reason. 93-100 = A; 85 -92 = B; 76-84 = C

COURSE OUTLINE:  Students should read the corresponding chapter to each assignment and be prepared to respond to the learning objectives listed below BEFORE class - Your reading should follow this sequence:

1. Introduction to Criminal Justice Research Methods: Theory and Method   -  read:  Hagan, Chp. 1;  Thornton, Chp. 7 (good basic review); David Duffee, David McDowall, Lorrane Mazerolle, and Stephen Mastrofski.  Introduction to Volume 4, Measurement and Analysis of Crime and Justice: An Introductory Essay -  (in Measurement and Analysis of Crime and Justice, v. 4)
a. the scientific method
b. the logic of analysis
c. pure vs. applied research
d. qualitative vs. quantitative research
c. theory construction and its relationship to science
d. subjectivity vs. objectivity
e. constructed types and models
f.  the uses of social research
g. variables - what are variables, conditions of causality, interaction of variables, levels of measurement, interaction of variables, the elaboration technique, model building, etc.,
h. validity vs reliability - Daubert and Jumho Tire cases; International Association of Professional Security Consultants recent guidelines;
read: Appendix F in Hagan: Proposal Writing; Applied Research Example - security topic:  read article #9: Bach and Pizam. Crimes in Hotels;  read: article #11: Pease. A Review of Street Lighting Evaluations: Crime Reduction Effects
2. Ethics in Criminal Justice Research - read: Hagan, Chp. 2
a.  ethical horror stories
b.  the researcher's role, research targets, etc.
c.  a code of ethics
3. Research Design: The Experimental Model and Its Variations - read:   Hagan, Chp. 3
a. types of research design in a nutshell
b. the experimental model - logic by which all other designs model themselves
c. causality - one more time
d. internal factors - variables related to internal validity
e. external factors - variables related to external validity
f. rival causal factors
g. the classical experimental design /and variations
  • Kansas City Gun Experiment
  • The Provo and Silverlake Experiments
  • The Kansas City Preventive Patrol Experiment
  • The Minneapolis Domestic Violence Experiment
    • h.  advantages and disadvantages of experiments
    4.  Alternative Data Gathering Strategies and the Special Case of the Uniform Crime Reports - read:    Hagan, Chp. 4
    a. field research - social survey, interviews - a brief introduction
    b. observation - levels of observations - a brief introduction
    c. unobtrusive measures - a brief introduction
    d. case studies/life history/ historical measures - a brief introduction
    e. official reports - the UCR - more data than we know what to do with
    f. crime rates, etc.
    g. NIBRS
    5. Survey Research and Sampling - read:   Hagan, Chp. 5
    a. types of sampling

    I. Major Research Project -

    You should select a research topic that has some interest to you (e.g. from your job/career).  You are going to engage in the research process by formulating a problem, selecting a research design, collecting data, analyzing data and presenting your findings in a research report.

    You will first develop a research proposal which will then be used to guide your actual research.

    Your design will use the following format:

    1. Problem To Be Solved Or Theory To Be Tested: State this clearly and precisely. Are you testing a specific theory (e.g., delinquency causation, criminal justice management style, security or crime prevention technique, etc.)? Why is there a need to test the theory? Is there a debate in the field, profession or literature regarding this theory as opposed to another one? Are you trying to solve a particular problem or glean more information about a perceived problem? In this case you may not be testing a theory because one does not exist.  Explain precisely what the problem is (e.g., public misperception of casino gambling and enhanced crime). What  is the need or purpose for doing this research?  Does it add anything to existing knowledge? Is it utilitarian for some agency, business, etc.? What are the independent and dependent variables of the study? How are these variables to be operationalized?  What are possible control variables to be examined in the study? What hypotheses will you test?

    2. Review Of Literature: Review other studies/literature in the  research area you are studying . You should include AT LEAST 20 detailed references. These should come from books, journals, periodicals, etc. Several indexes (social, psychology, criminal justice, business, legal, etc.) are available in the Loyola library. Other basic on line computer indexes are also available. These works should be incorporated into your argument or theory rather than just listed or reviewed.  In other words, what have other researchers found in testing a particular theory or solving a particular problem like yours.  How does this relate to your research? Do you expect to find similar results or different results? You may be conducting your research because you disagree with past findings in the field (e.g., men and women do not think differently as past studies suggest).  You may  also be replicating a particular study.  You can use the internet for resources but be careful as to their quality and integrity. Look at the criminology, law and legal web sites (West Publishing has a great reference work entitled The Legal List: Research on the Internet by Diana Botluk   1-800-328-4880).

    3. Hypotheses:  State in a hypothetical form (or null form) what you EXPECT to find. Hypotheses are specified expectations about empirical reality, derived from propositions from your theory or points from your projected problem. For example, you may be testing a theory of crime displacement which argues that target hardening one property, such as an apartment complex, will displace crime (i.e., criminal activity) to another property.   To test this theory, you may have a number of hypotheses: H1 An apartment complex which has access control in the form of keyed entry will have less criminal activity than an apartment complex without access control; H2 An apartment complex with security guards on duty during hours of darkness will have less criminal activity than an apartment complex without security guards during hours of darkness,  etc. etc.    Hypotheses are more refined relationships derived from your theory or problem. You may have several hypotheses in your study.  Each one will be tested empirically by statistical analysis.  For statistical analysis, hypotheses can be written in the null form in which the research either rejects or fails to reject the hypotheses based on statistical findings.

    4. Collection Of Data:   Explain specifically how you will collect your data. If permission is needed to obtain certain data, indicate how you will deal with that. If you state that you are going to interview rapists to find out why they rape, can you really get access to this class of offenders?  State in detail your data collection techniques; if you use a questionnaire or interview schedule, include it in this section. State how you will pre-test the instrument. State what the reliability and validity measures will be; What type of sample will you use; How will you sample, etc.  If you are using secondary data, indicate how you will obtain this data.

    5. Data Analysis:  Explain how you will analyze your data and what types of statistical tests you will employ.   Is the data that you collect at the appropriate level for more robust statistical manipulation?  Are you interested in testing for causality or simply presenting a descriptive analysis  which will be further analyzed later. Here you can also comment on the type of presentation that you will make to your client (e.g., funding agency, contract research, interagency, etc.).

    6. Conclusion:  Here again you can only initially speculate on the possible findings in the proposal stage. Given what other researchers have found, what might you expect? How might this information be used (e.g., policy formation, further the literature in the area, etc.) Of course, once the data are collected and analyzed, then you will have real results to to present.

    II.  Select Assignments and Exercises

    1. Article critique and analysis: There are a number of  empirical journal articles included in your syllabus (articles 1-16).    The content of each article, hopefully, relates to a topic that we are or will be discussing in respective classes.  Select four articles and trace them through the steps the scientific method (i.e., the step above - Problem or Theory, Review of Literature, Hypotheses, Collection of Data, Analysis of Data, Conclusion).  I will assign a student or students  for a specific article to be  orally presented to the class (for discussion) in at least one class during the term.  The rest of us should also be prepared to discuss the article.

    2.  Variable Conceptualization and Operationalization:  We discuss the process of conceptualizing and operationalizing variables used in research designs.  As we will note, some variables are relatively easy to operationalize (e.g., sex, race, income, test scores, etc.); other variables are more difficult to measure (e.g., attitudinal measures).  In some cases, a researcher can rely on replicated research to obtain a measure for  his/her variables.  In other instances, variables may be “packaged” , “pre-tested”, and checked for reliability and validity by research “vendors” (e.g., personnel evaluation, program evaluation, various attitudinal measuring instruments, etc.).  Your assignment is to provide a conceptual and nominal definition for the following variables and then provide an operationalization schema for the actual measurement of the variables.

    a.   high crime area
    b.   fear of crime
    c.   criminal opportunity
    d.   reasonable and adequate security
    e.   juvenile violence proness
    f.    crime foreseeability
    3.  Survey and interview field test:  Under the rubric “field research”, we discuss two data collection techniques, questionnaires and interview.  Your assignment is to develop a survey instrument  and or interview schedule composed no more than 15 closed and/or open ended response formats which could be used to measure the topic, Perceptions of Safety on the Loyola Campus.  You will be given time during one of the classes to go and test your instrument on at least five subjects on the campus.  We will discuss both your instrument and the responses that you obtained with the instrument in class. 
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    Last updated on January 10, 2001