Sociology Methods in Context
(research methods and
education) full mark essays:
●Non-participant observation and gender
identities methods in context (20/20)
●Experiments and teacher labelling methods in
context (20/20)
, Item A
Some sociologists have pointed to the ease with which traditional gender identities can be
reinforced in classroom interactions. Verbal abuse and other more subtle processes such as
the ‘male gaze’ can have an impact on gender identity. Sociologists have found that some
male teachers may even collude with male pupils in ‘putting down’ girls.
Sociologists may use non-participant observation to investigate the ways in which classroom
interactions reinforce traditional gender identities. Observing classroom behaviour at first
hand enables researchers to see what actually goes on rather than getting a verbal account
after the event. There is also the potential for greater insight through direct experience of
classroom interaction. However, it is very difficult for the observer to avoid being noticed and
this can affect the behaviour of both teachers and of pupils.
Applying material from Item A and your knowledge of research methods, evaluate the strengths
and limitations of non--participant observation for the study of the ways in which classroom
interactions reinforce traditional gender identities (20 marks)
Non-participant observation involves a researcher observing the group/event without taking part
in it - for the study of classroom interactions, this would involve the researcher taking a role
separate to the students or teachers. The research may be structured, which often used
pre-categorised observation schedules, or unstructured which is more flexible and produces
qualitative data. The research can also be covert, where the researcher's true identity is not
known to whom they are investigating, or overt when the participants are aware of the
researcher’s role and the purpose of the research.
Positivists prefer structured non-participant observation, because it allows them to achieve their
primary research goals of representativeness and reliability. Using a predetermined observation
schedule could be used while studying classroom interactions and gender identities - for
instance the researcher could create a pre-written list of behaviours from teachers, such as
male teachers ‘putting down’ girls, and then observe the class and note down every time they
witness the behaviour in order to ascertain the extent of this issue. This approach has both
practical advantages, because the researcher requires less training thus saving money and time,
but also theoretical advantages for positives because the set structure can easily be repeated
by other researchers due to its highly structured and objective nature, meaning it is reliable.
However, this set structure can be problematic when researching classroom interactions
because the data is surface level and does not go into the true depth of the issue - interpretivists
would argue this means data obtained by structured observation lacks validity. Instead, they
would prefer unstructured observation which allows the researcher to immerse themselves in
the situation and not make assumptions about the key issues before. In the context of
classroom interactions, these can often be subtle, nuanced and difficult to spot - for instance
the ‘male gaze’ is an almost unnoticeable action (especially to an observer) of men looking
(research methods and
education) full mark essays:
●Non-participant observation and gender
identities methods in context (20/20)
●Experiments and teacher labelling methods in
context (20/20)
, Item A
Some sociologists have pointed to the ease with which traditional gender identities can be
reinforced in classroom interactions. Verbal abuse and other more subtle processes such as
the ‘male gaze’ can have an impact on gender identity. Sociologists have found that some
male teachers may even collude with male pupils in ‘putting down’ girls.
Sociologists may use non-participant observation to investigate the ways in which classroom
interactions reinforce traditional gender identities. Observing classroom behaviour at first
hand enables researchers to see what actually goes on rather than getting a verbal account
after the event. There is also the potential for greater insight through direct experience of
classroom interaction. However, it is very difficult for the observer to avoid being noticed and
this can affect the behaviour of both teachers and of pupils.
Applying material from Item A and your knowledge of research methods, evaluate the strengths
and limitations of non--participant observation for the study of the ways in which classroom
interactions reinforce traditional gender identities (20 marks)
Non-participant observation involves a researcher observing the group/event without taking part
in it - for the study of classroom interactions, this would involve the researcher taking a role
separate to the students or teachers. The research may be structured, which often used
pre-categorised observation schedules, or unstructured which is more flexible and produces
qualitative data. The research can also be covert, where the researcher's true identity is not
known to whom they are investigating, or overt when the participants are aware of the
researcher’s role and the purpose of the research.
Positivists prefer structured non-participant observation, because it allows them to achieve their
primary research goals of representativeness and reliability. Using a predetermined observation
schedule could be used while studying classroom interactions and gender identities - for
instance the researcher could create a pre-written list of behaviours from teachers, such as
male teachers ‘putting down’ girls, and then observe the class and note down every time they
witness the behaviour in order to ascertain the extent of this issue. This approach has both
practical advantages, because the researcher requires less training thus saving money and time,
but also theoretical advantages for positives because the set structure can easily be repeated
by other researchers due to its highly structured and objective nature, meaning it is reliable.
However, this set structure can be problematic when researching classroom interactions
because the data is surface level and does not go into the true depth of the issue - interpretivists
would argue this means data obtained by structured observation lacks validity. Instead, they
would prefer unstructured observation which allows the researcher to immerse themselves in
the situation and not make assumptions about the key issues before. In the context of
classroom interactions, these can often be subtle, nuanced and difficult to spot - for instance
the ‘male gaze’ is an almost unnoticeable action (especially to an observer) of men looking
