SOC 112 Module One Worksheet

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Southern New Hampshire University *

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112

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Sociology

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Feb 20, 2024

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SOC 112 Module One Worksheet Sociological Observation Before your observation, think about the following behaviors you might observe:  Eye contact: Do people avoid making eye contact with you?  Body language: Do people change their posture near you? Do they move away from you? Do they stop to see what you are doing?  Facial expressions: Do people give you a strange look? Do they appear to be confused by your behavior? Suspicious? Amused? Indifferent? What does their facial expression look like and what does it suggest?  Ignoring you: Do people simply ignore you? What about their behavior suggests that they are ignoring you?  Social Factors: Did you feel your gender, race, ethnicity, or age affected how people responded to your presence? Did you see differences in how people were treated differently based on their gender, race, ethnicity, or age? In choosing a location for your sociological observation, consider how your race, ethnicity, and gender could affect how people (i.e., management, security) respond to you. Please choose a location where you can feel comfortable and safe to conduct your observation. After your observation, answer the following questions in complete sentences (1–3 sentences per question). You must include at least one APA reference related to your observation. Explain whether it supports your observation, and cite it correctly in your explanation. Refer to the module Resources section in the course for help creating APA citations and references. Your responses will be graded using the Module One Worksheet Rubric. To complete this worksheet, replace the bracketed text with the relevant information.

Questions Your Answers 1. Where did you conduct your observation? I conducted my observation at Vinemont High School. Grades 9 th through 12 th . 2. At what time of day did you conduct your observation? I observed the students closely between 8am and 9 am on a Tuesday morning after a virtual learning day. 3. How did your appearance as an individual affect your observation? For example, gender, race/ethnicity, age, dress, hairstyle, and so on. I do not believe my appearance affected it at all. If at all it got affected, they looked at me with more respect since I was their teacher for that day. But other than that, I am white (like most of them), I do not look much older than do and I dress a little better than students to stick out. 4. Did anyone react to you? What did they look like, and what was their reaction? Yes they reacted to me. They did their work and if they needed me, they asked me for help. They looked me in the eyes and some of them were more respectful than others in asking their questions. And of course, others were trying to stay invisible, so they could do what they want (more or less). 5. How did you feel while you were conducting the observation? Was it difficult for you to be the observer? How did this observation differ from your life as an everyday actor? I felt kind of awkward. Usually, I do not watch them that close and just take their reactions as normal everyday life. It was hard for me to pay attention to how they react one by one and if they act somewhat special. I believe daily life becomes such a routine to us we do not really pay close attention to everything around us! I would say it is hard to determine a straight behavior for students since everybody is different, reacts different, has different backgrounds and is in a different mood each day. To me it feels like kids have gotten more disrespectful. But even this study of Lewis, Scott, Wehby and Wills does not show that. It is probably circumstantial because I am getting older.

References (Include at least one academic reference in this section and include relevant in-text citations for each reference listed in the chart.) Lewis, T. J., Scott, T. M., Wehby, J. H., & Wills, H. P. (2014). Direct Observation of Teacher and Student Behavior in School Settings: Trends, Issues and Future Directions. Behavioral Disorders, 39(4), 190–200.

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