Anthropological Research Methods
Midterm Exam
Course Introduction
Anthropological Research Methods explores the techniques and approaches used to investigate human cultures, societies, and behaviors. The course covers both qualitative and quantitative methodologies, emphasizing participant observation, interviews, surveys, ethnography, and comparative analysis. Students learn how to design research projects, collect and interpret data, address ethical considerations, and critically evaluate evidence. By engaging with real-world case studies and hands-on exercises, students develop practical skills essential for conducting fieldwork and producing insightful anthropological analysis.
Recommended Textbook
Qualitative Research Methods for the Social Sciences 8th Edition by Bruce L. Berg
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Page 2
Chapter 1: Introduction
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Sample Questions
Q1) A researcher uses idiographic method to understand the world with the two-part goal of exploring a specific situation or event, and inspecting the data collected to describe life and behavior. What methodology is this researcher using?
A) Quantitative research
B) Triangulation
C) Chicago School symbolic interactionism
D) Iowa School symbolic interactionism
Answer: C
Q2) What type of concept does qualitative research measure?
A) Description
B) Measure
C) Extent
D) Distribution
Answer: A
Q3) The goal of Berg's book is to ________.
A) provide basic training for new researchers
B) create a research "cookbook" for qualitative methods
C) deliver advanced concepts in quantitative research
D) teach readers how to take charge of a research project
Answer: A
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Chapter 2: Designing Qualitative Research
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Q1) A sampling technique that uses a matrix to determine a proportion of an attribute in the population, and then attempts to match that proportional distribution in the sample is __________.
A) purposive sampling
B) simple random sampling
C) quota sampling
D) probability sampling
Answer: C
Q2) A sampling technique that obtains subjects through referrals from a small group of a difficult to access population is ____________.
A) availability sampling
B) simple random sampling
C) snowball sampling
D) probability sampling
Answer: C
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Chapter 3: Ethical Issues
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Q1) A researcher makes his/her intentions to study a group known, and then engages fully in the group's activities. This carries the risk of limiting rapport with original members of the group and "going native," or losing researcher objectivity through identification with the meanings of the group. What research role is the researcher taking on?
A) complete participant
B) participant as observer
C) observer as participant
D) complete observer
Answer: B
Q2) When a researcher announces his/her role and intentions to study the subjects it is called ________.
A) participant observation
B) covert observation
C) complete participant observation
D) overt observation
Answer: D
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Chapter 4: A Dramaturgical Look at Interviewing
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Q1) The care that an interviewer takes to prepare actions, lines, roles, and routines in advance of the interview to put forth a specific planned appearance to the person is called _________.
A) researcher reactivity
B) self-conscious performance
C) social interpretations
D) full-channel communication
Q2) An interview item that is incidental or unnecessary to the central aim of the study, but can be used to establish rapport, cool off a subject, or get the full story from the interviewee is a(n) __________.
A) extra question
B) throw-away question
C) probing question
D) essential question
Q3) What considerations should an interviewer keep in mind to create a question order for the interview?
Q4) Describe the advantages and disadvantages inherent in telephone interviewing.
Q5) What steps should an interviewer take when preparing guidelines for the interview to be ready for the interviewing experience?
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Chapter 5: Focus Group Interviewing
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Q1) What technique can be used to unite spatially and temporally separate participants in a text-based group discussion via email?
A) Computer Assisted Telephone Interviewing (CATI)
B) Virtual Focus Groups
C) Web-Based In-Depth Interviewing
D) Email-Based In-Depth Interviewing
Q2) Which technique is most effective at revealing deep level biographical experiences of a person's group?
A) Focus groups
B) Unobtrusive measures
C) Face-to-face interviewing
D) Participant observation
Q3) Historically, for what purpose have focus groups been traditionally used?
A) Psychological research
B) Social Science research
C) Advertising research
D) Marketing research
Q4) Pick two problems in focus group interviewing, and discuss how a researcher can avoid them
Q5) Compare and contrast focus group interviewing and face-to-face interviewing.
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Chapter 6: Ethnographic Field Strategies
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Q1) What are the dangers of a researcher becoming invisible in a setting?
Q2) When a researcher's presence or behaviors in a research setting trigger conflict, violence, or hostility from others in a setting, this is called _________________.
A) situational risk
B) ethnographic danger
C) ambient risk
D) unnecessary risk
Q3) Using computer technology such as the Web, and programs to incorporate audio, visual, and written documentation of field events into one account with links among data, analysis, and interpretative and supportive texts is called ______________.
A) ethnographic record
B) macroethnography
C) online ethnography
D) hypermedia ethnography
Q4) Explain researcher concerns during the "getting in" phase of research.
Q5) Explain the state of mind a researcher should take when beginning an ethnographic study.
Q6) What are subjective versus external motivating factors for research?
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Chapter 7: Action Research
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Q1) In action research, the researcher seeks to produce change, which requires meetings with participants at all phases of the research process. One technique an investigator can use to keep stakeholders informed is spontaneous meetings that form in response to particular circumstances or issues. These are called ___________.
A) focus groups
B) in-group forums
C) informal meetings
D) agency
Q2) The action research phase in which the researcher creates a plan to improve the lives of the participants is called ___________.
A) Planning
B) Looking
C) Thinking
D) Action
Q3) What are the characteristics of action research that allow it to be utilized in classrooms, schools, hospitals, justice agencies, and community contexts?
Q4) What is the role of the action researcher?
Q5) Explain the three phases of photovoice, and what each involves.
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Chapter 8: Unobtrusive Measures in Research
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Q1) Which research technique must researchers be sure to employ to corroborate data obtained unobtrusively?
A) Science of garbology
B) Covert observations
C) Triangulation
D) Coding
Q2) A type of unobtrusive research that involves examination of written materials that are organized for public examination by others, or written for an extremely small audience is called ______________.
A) official documentary records
B) accretion
C) physical erosion
D) archival strategies
Q3) What are the three types of autobiographies, and how are they used?
Q4) Explain what research technique researchers should use to corroborate unobtrusive data sources (especially physical trace sources), and why.
Q5) What ethical concern do researchers need to be aware of when using unobtrusive data?
Q6) What is the diary method, and what are the advantages to using it?
10
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Chapter 9: Social Historical Research and Oral Traditions
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Q1) Which kind of source is an oral or written testimony of an event created by a person who was not immediately present at the event?
A) Primary
B) Secondary
C) Tertiary
D) Quaternary
Q2) What is external criticism? Provide an example of your own, or from the text that demonstrates why external criticism is necessary.
Q3) Which term indicates the retelling of comfortable past pleasantries, events, or situations, and lacks research rigor?
A) Nostalgia
B) Historical research
C) Historiography
D) History
Q4) Define how the term historical research is used in the social sciences.
Q5) What are the steps required in creating historiography?
Q6) Why are oral histories so valuable?
Q7) Define the three types of data sources that historical researchers can use.
Q8) What is an oral history?
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Chapter 10: Case Studies
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Q1) Which researcher quality allows the researcher to record data while interpreting and reacting to the data collected?
A) Inquiring mind
B) Ability to listen and sense
C) Understanding of the issues
D) Unbiased interpretation
Q2) A researcher undertakes a case study because something important has happened, and he/she wants to understand the particular problem because it is unique and interesting. The researcher is not trying to develop new grounded theory or to test abstract theory. Which type of case study is this example of?
A) Embedded case study
B) Intrinsic case study
C) Instrumental case study
D) Collective case study
Q3) Why are objectivity and generalizability to important to case studies?
Q4) What are the five researcher skills associated with conducting good case studies?
Q5) Define and describe the essential elements of a case study.
Q6) What is an example of a case study from your own knowledge, or from the text?
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Chapter 11: An Introduction to Content Analysis
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Q1) What are the advantages and disadvantages of content analysis?
Q2) Which type of program has the capacity to code and retrieve while also providing special features designed to assist in developing theoretical connections between coded concepts?
A) Code-based theory builders
B) Conceptual network builders
C) Code-and-retrieve programs
D) Textbase managers
Q3) Which term describes the categories revealed during coding of the text that look beyond the conscious perspective of the speaker to pull in a broader understanding of the social scientific knowledge base?
A) Ideological stances
B) Sociological constructs
C) In vivo codes
D) Communication themes
Q4) How does negative case testing work?
Q5) What are the seven major elements in written messages, and what is their importance?
Q6) Explain the four guidelines to open coding.
Q7) What is content analysis, and what does it seek to accomplish?
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Chapter 12: Writing Research Papers: Sorting the Noodles from the Soup
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Q1) Which section of a research paper presents what the data say, and offers interpretations of the meaning of and an analysis of the data?
A) Methodology
B) References, notes, and/or appendices
C) Discussion and/or conclusions
D) Findings or results
Q2) Which is NOT a purpose of section headings in a paper?
A) Making a witty remark
B) Indicating general level of importance
C) Orienting the reader
D) Announcing major divisions of the text
Q3) Which heading level is written indented from the left with only the first letter of the first word capitalized to label a specific definitional point or to enumerate a categorical listing with explanations and runs into the paragraph?
A) A head
B) B head
C) C head
D) D head
Q4) How should sources referenced in a paper be reported?
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