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HypothesesIn some cases, the purpose of research is to test a specific hypothesis or hypotheses. At other times, researchers do not have predictions about what they will find but instead conduct research to answer a question or questions, with an open-minded desire to know about a topic, or to help develop hypotheses for later testing. A hypothesis is a statement, sometimes but not always causal, describing a researcher’s expectation regarding what he or she anticipates finding. Often hypotheses are written to describe the expected relationship between two variables (though this is not a requirement). To develop a hypothesis, one needs to have an understanding of the differences between independent and dependent variables and between units of observation and units of analysis. Hypotheses are typically drawn from theories and usually describe how an independent variable is expected to affect some dependent variable or variables. Researchers following a deductive approach to their research will hypothesize about what they expect to find based on the theory or theories that frame their study. If the theory accurately reflects the phenomenon it is designed to explain, then the researcher’s hypotheses about what he or she will observe in the real world should bear out. Let’s consider a couple of examples. In my collaborative research on sexual harassment (Uggen & Blackstone, 2004), [5] we once hypothesized, based on feminist theories of sexual harassment, that “more females than males will experience specific sexually harassing behaviors.” What is the causal relationship being predicted here? Which is the independent and which is the dependent variable? In this case, we hypothesized that a person’s sex (independent variable) would predict her or his likelihood to experience sexual harassment (dependent variable). Sometimes researchers will hypothesize that a relationship will take a specific direction. As a result, an increase or decrease in one area might be said to cause an increase or decrease in another. For example, you might choose to study the relationship between age and legalization of marijuana. Perhaps you’ve done some reading in your crime and deviance class and, based on the theories you’ve read, you hypothesize that “age is negatively related to support for marijuana legalization.” [6] What have you just hypothesized? You have hypothesized that as people get older, the likelihood of their supporting marijuana legalization decreases. Thus as age (your independent variable) moves in one direction (up), support for marijuana legalization (your dependent variable) moves in another direction (down). If writing hypotheses feels tricky, it is sometimes helpful to draw them out. and depict each of the two hypotheses we have just discussed. Figure 5.8 Hypothesis Describing the Expected Relationship Between Sex and Sexual Harassment Figure 5.9 Hypothesis Describing the Expected Direction of Relationship Between Age and Support for Marijuana Legalization Note that you will almost never hear researchers say that they have proven their hypotheses. A statement that bold implies that a relationship has been shown to exist with absolute certainty and that there is no chance that there are conditions under which the hypothesis would not bear out. Instead, researchers tend to say that their hypotheses have been supported (or not). This more cautious way of discussing findings allows for the possibility that new evidence or new ways of examining a relationship will be discovered. Researchers may also discuss a null hypothesis, one that predicts no relationship between the variables being studied. If a researcher rejects the null hypothesis, he or she is saying that the variables in question are somehow related to one another. Quantitative and qualitative researchers tend to take different approaches when it comes to hypotheses. In quantitative research, the goal often is to empirically test hypotheses generated from theory. With a qualitative approach, on the other hand, a researcher may begin with some vague expectations about what he or she will find, but the aim is not to test one’s expectations against some empirical observations. Instead, theory development or construction is the goal. Qualitative researchers may develop theories from which hypotheses can be drawn and quantitative researchers may then test those hypotheses. Both types of research are crucial to understanding our social world, and both play an important role in the matter of hypothesis development and testing. KEY TAKEAWAYS
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[1] In case you’re curious, a visit to the Internet Movie Database will tell you that Seagal directed just one of his films, 1994’s On Deadly Ground: http://www.imdb.com/name/nm0000219. [2] Babbie, E. (2010). The practice of social research (12th ed.). Belmont, CA: Wadsworth. [3] Huff, D., & Geis, I. (1993). How to lie with statistics. New York, NY: Norton. [4] Frankfort-Nachmias, C., & Leon-Guerro, A. (2011). Social statistics for a diverse society (6th ed.). Thousand Oaks, CA: Pine Forge Press. [5] Uggen, C., & Blackstone, A. (2004). Sexual harassment as a gendered expression of power.American Sociological Review, 69, 64–92. [6] In fact, there are empirical data that support this hypothesis. Gallup has conducted research on this very question since the 1960s. For more on their findings, see Carroll, J. (2005). Who supports marijuana legalization? Retrieved from http://www.gallup.com/poll/19561/who-supports-marijuana-legalization.aspx Directory: site -> textbooks textbooks -> This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 0 License without attribution as requested by the work’s original creator or licensee. Preface textbooks -> This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 0 License without attribution as requested by the work’s original creator or licensee. Preface Introduction and Background textbooks -> Chapter 1 Introduction to Law textbooks -> 1. 1 Why Launch! textbooks -> This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 0 License without attribution as requested by the work’s original creator or licensee textbooks -> This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 0 License textbooks -> This text was adapted by The Saylor Foundation under a textbooks -> This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 0 License without attribution as requested by the work’s original creator or licensee. Preface textbooks -> This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 0 License textbooks -> Chapter 1 What Is Economics? Download 2.09 Mb. Share with your friends:
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