research papers on Dipity.

final

There is no typical final exam.  The final draft serves as the final exam in this course.   We do not meet again.  Please submit your final paper to course documents by the deadline.  Thank you for an excellent semester.

Please feel free to contact me in the future if you need access to icati recording ($5 per month) or access to the survey program we used (free), or if you need advice or support regarding these or similar issues. 

course evaluation survey

Hi,

It is important to me that I receive your feedback on the course.  For some of you, the official course feedback for the university was given during class.  This is insufficient for me, because it is very generic.  I need a more specific feedback form.  I have been collecting this feedback for several years, and your participation will greatly assist me in knowing how this semester went compared to the past.  To do this, please click the following link and take the survey (it will only take a few minutes),

https://www.surveymonkey.com/s/soc_fall2014

Thank you!

end of semester submissions

You have two more required drafts to submit for your class research project.

Combination paper --- The revised combined draft contains a combination of the quantitative and qualitative papers you have already submitted.  Your job is to combine those two papers and make any corrections or changes, based on my comments on both the qualitative and quantitative papers you previously submitted.   You must include a memo that is a 1 paragraph (minimum) summary of what I asked you to change and if/how/where you made the changes.  This is important and if it is neglected, your grade for this draft will be penalized.  Your grade for this draft will be based primarily on the quality of the revisions you made to the paper, and not based on the grade received for the previous drafts.  However, if you make the requested revisions you will typically receive a grade at least as high as your previous drafts.  If you do not make the requested revisions, you can expect your grade for this draft will be significantly lower than previous drafts, and as low as failing if you make no changes. You are encouraged to integrate the qualitative and quantitative parts so you have the quotes for each table directly under the analysis for each table -- so for each table you would present the table, the quantitative analysis of that table, and then the qualitative analysis and quotes that relate to that table would be directly below that.  Then you would repeat the whole process for the next table.  Do not add the literature review, introduction or conclusion to the combination paper, or you will be penalized.  I will have the link for submission of this combination paper open on Tuesday Dec 9.  I have extended the deadline for this combination paper until the end of the semester -- Thursday of finals week (Dec 18th), at 10pm.   You may submit before the 18th, but grading for this paper submission will be posted after finals week.

Final Draft --- The final draft of the paper is also due on Thursday of finals week, Dec 18, 10pm.  This involves taking the combination paper submitted above and adding an introduction, literature review, and conclusion.  The introduction should introduce your paper, give a question that the paper answers (as a whole), and describe the methods you used to collect and analyze data.  The conclusion summarizes your paper and answers the question posed in the introduction.  The literature review summarizes the findings and methods of several articles that relate to the main topic(s) in your paper (at least 3 articles is suggested).  The structure for the literature review can be the same or similar to your quizzes, and you may use your quiz submissions as a rough draft of your literature review (its OK to plagiarize yourself). These must be journal articles and at least one must be a journal article from the class.  You do not have to relate the findings in the articles to your findings, although that will be rewarded.   The introduction and conclusion should be about 1 page combined (minimum) and the lit review should be about 4 pages combined (minimum), so this adds at least 5 (double spaced) pages to the combination paper.   The final draft should go in this order: introduction, literature review, findings, conclusion.  The submission link will be open in course documents on Dec 15th, and will close on the 18th at 10pm.  This will be graded after finals week.

Make sure you are submitting the documents as a Microsoft word or pdf document -- other formats sometimes have conversion issues and may not be accepted.  You can see your submission by clicking the ! in the gradebook.  Make sure what you submitted is the correct document.  I cannot allow any revisions to your submission after the deadline.

Both submissions are due to course documents by the deadline.   I cannot accept any coursework after the deadline -- Dec 18, 10pm.  Do not submit late.  You will not get credit.

icati renewal

Do you want a 1 month extension on your icati account?

Your icati number likely will expire before the end of the semester.  You purchased a 3 month subscription.  If you would like to renew for 1 month, I can get you that for no fee to you. Please email me right back right away to let me know, if you are a student that will want a 1 month extension. 

Beyond that 1 month free extension, I can extend your access for as long as you like, for only $5 per month.  If you are interested, contact me via email, after the start of the new year, to make the ongoing transaction. 

methods paragraph for introduction

The introduction also should include a paragraph about methods, which should describe how the project collected and analyzed data, and your part in that.

Here's an example,

This research was conducted by students in three of Timothy Kubal's sociology classes during the fall 2014 semester.  I was in the Popular Culture class.  We began conducting practice interviews during the first week of classes, and by the third week had conducted several practice interviews and completed a test on the American Sociological Association's Code of Ethics.  We were then given the interview guide, which contained about 50 questions.  All the questions were closed-ended questions except open ended questions on music, homelessness, and inequality.  We practiced on a classmate, and made suggestions regarding question wording.  The survey was then finalized and we began interviewing over the next three weeks.  Each of us chose our informants based on convenience sampling (we interviewed whoever we wanted), and were told to interview family and friends, and to find a diverse group of interviewees based on race, class, gender, and education.  I enjoyed doing the interviews and noticed my interviewing skills improve as I progressed.  We all used the icati recording system which allowed the use of the phone as a recording device, and emailed us a link to the recording, which we pasted into the last question of the survey, thus connecting the recordings to the surveys.  Most interviews were conducted in a face to face fashion, although some were recorded using the icati system to make a 3-way call with the interviewee.  Interviews lasted between 15 minutes and 1 hour.  Most interviews were about 25 minutes.  I personally conducted 5 interviews, and all my interviews were over 30 minutes.  All of my interviews were face to face interviews.   After conducting over 700 interviews total, students then transcribed their own interviews.  I transcribed all five of my interviews.  I did not like transcribing as much as other parts of the research process.  The professor then cleaned the data and gave us the data in computer analysis programs SPSS and Nvivo.  Then we began the analysis; first I  produced a quantitative paper, using the SPSS program to produce five chi-squared tables.  Then I produced a qualitative paper using Nvivo to analyze patterns in the quotes related to my tables. And then the qualitative and quantitative papers were combined into the current draft; the following analysis is the product of these efforts.

introduction and conclusion

A good introduction asks a question that is answered throughout the paper and answered at the end.

For example, if I did my paper on

gender x rap

race x rap

political party x rap

marital status x rap

age x rap

Then, I might have a question in the introduction like this,

 How does gender, race, political party, marital status and age shape people's opinions and talk about rap music?

And in the conclusion I would incorporate my key findings from both qualitative and quantitative portions of the paper.

So I would want to restate the question and provide my answer; something like this,

This paper sought to understand how gender, race, political party, marital status and age shaped people's opinions and speech about rap music.  Through analysis of quantitative and qualitative data I found that African Americans and Hispanics like rap more than Whites, because they grew up with it, and had friends and family that listened to rap while they were growing up, while Whites were less likely to connect rap to their history, family, or friends.  I found that women do not appreciate rap music as much as men because they find the lyrics sexist. I found that republicans dislike the violent lyrics and thus are less likely to enjoy rap compared to democrats and independents.  I found that married people are less likely than unmarried people to enjoy rap; married folks complain they can't understand the lyrics.  Lastly, I found that young people like rap more than older people, because young people tend to ignore the lyrics and enjoy the beats.

---

I also have another suggestion --I did not request the following so it is not a required part of the paper, but another thing a good conclusion does is talk about limitations and future research.  Limitations are things that could impact the quality of the findings, such as a biased sample.  Future research are things you learned from this research that should be studied in similar research in the future.

Here's an example:

There were limitations to this research. The research was not conducted by professional researchers; it was conducted by students, many of whom were practicing this research for the first time. Because we used a convenience sample of each student's family and friends, we definitely did not have a random sample, and that means we should not generalize our findings to other people, time or places.  These findings can still prove useful as comparisons to future research.  This project has uncovered some interesting questions that might be answered in the future.  Regarding rap, future researchers should probe further if young people truly ignore the lyrics or if they just say they ignore the lyrics to defend any stigma of listening to music that is disliked by so many other people.  Also, future research should explore further how democrats -- who typically espouse attitudes of egalitarianism -- can align their political views with rap lyrics.  It would be interesting to probe democrats further about reconciling rap with their political beliefs. In a more general sense, this project has uncovered other questions, such as why social class was not only not significantly related to rap music, but also did not show a significant relationship with any of the twenty one questions we asked about music preferences. Why are so many demographic characteristics related to music, but social class is never one of them?  Similarly, future research should explore why race was significant with almost every question about music -- it was the variable that had a significant relationship with the most questions on music -- 18 of the 21 questions on music showed a statistically significant relationship with race.

fyi reusing quotes

Once a quote has been used, it cannot be reused again. Its OK to use one part of the quote in one part of the paper and another part of the quote in another part of the paper, but the exact same words cannot be used more than once.

question about quantitative paper

hello Dr. Kubal:

for "homelessness cause" I chose efficacy to be my variables. I do not see efficacy in the Dropbox link at all. what should I pick then? 

best regards

- Amy Ngo 

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x

https://www.dropbox.com/home?select=2014_analysis2.pdf

paper

 

General findings on Music

When analyzing the unstructured transcripts, the theme that stood out to me was messages in lyrics.  People seem to like and dislike genres based on the message their lyrics display, such as positive and negative messages, and whether or not they can relate to the lyrics.  I opened NVivo, and imported the unstructured music transcript.  Then, I double-clicked on the transcript to be able to read and select text for hand-coding.  I looked through the text until a theme stood out to me.  Once I found the theme on messages in lyrics, I highlighted theme-related quotes, and created nodes for them.  These are my nodes for messages in lyrics.  One quote suggested that people like genres whose lyrics can be understood and are relatable.

I feel like everyone has their own opinion about music, but I feel like just being able to understand the lyrics, and feel the beat, and feel a flow to it, I feel like that's what a lot of people look for in music, just because it makes them feel good and it kind of activates your mind a little bit. It makes you think and you make pictures in your head, and you can relate to it. I feel like people listen to music that they can relate to it. That's why I listen to rap, and not blue grass because that's what I can relate to.

 

Offensive lyrics and negative messages also seemed to determine whether or not a particular genre is liked.  For example, one quote said:

The type of music I like usually involves stories that people tell. I like honesty and music I don't like, I don't like the profanity or anything vulgar, so anything that is like that, usually hardcore metal or rap. I don't like that at all.

 

Similarly, another quote said:

I am not a huge fan of rap music, as the messages that it project to our younger individuals. The message sometime projects that of sex with multiple women and killing of police officers, who are public servants this bothers me greatly. Now, the rap music about making that money and drinking gin and juice I love very much. I love the beat that goes along with it.  But the killing and the pimping of the hoes, that isn't my forte.

 

One quote said they like lyrics that tell a positive, relatable story:

Interviewee: Every country song tells a story, there are some songs were you are like ok this is swallow but the majority of country songs especially old country it all tells a story about something. Stories are relatable

Interviewer: So you like the lyrics?

Interviewee: The lyrics sure, yeah well go with that

            Interviewer: Or is it how the say it

Interviewee: It's not necessarily how they say it, a lot of it is what they say it's the morals that the stories encourage it's the choices people have to make its people, you know its emotional, I like people I like analyzing people and country music has a lot of depth.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Now we want to ask you some questions about music.  On which medium do you most often listen to music -  traditional radio, streaming, personal mp3 -purchased, personal mp3 - pirated, cd, vinyl, or other- * what year were you born? Crosstabulation
			what year were you born?			Total
			1927-1987	1988-1992	1993-1996
Now we want to ask you some questions about music.   On which medium do you most often listen to music -  traditional radio, streaming, personal mp3 -purchased, personal mp3 - pirated, cd, vinyl, or other-	cd	Count	11	4	5	20
		% within what year were you born?	5.5%	1.9%	2.4%	3.2%
		Std. Residual	1.8	-1.1	-.7
	online radio / streaming	Count	9	12	18	39
		% within what year were you born?	4.5%	5.7%	8.5%	6.3%
		Std. Residual	-1.0	-.3	1.3
	online radio / streaming music service	Count	50	53	47	150
		% within what year were you born?	25.0%	25.4%	22.2%	24.2%
		Std. Residual	.2	.4	-.6
	other	Count	10	10	13	33
		% within what year were you born?	5.0%	4.8%	6.1%	5.3%
		Std. Residual	-.2	-.3	.5
	personal mp3	Count	2	11	14	27
		% within what year were you born?	1.0%	5.3%	6.6%	4.3%
		Std. Residual	-2.3	.6	1.6
	personal mp3 - pirated	Count	8	21	23	52
		% within what year were you born?	4.0%	10.0%	10.8%	8.4%
		Std. Residual	-2.1	.8	1.2
	personal mp3 - purchased	Count	11	23	42	76
		% within what year were you born?	5.5%	11.0%	19.8%	12.2%
		Std. Residual	-2.7	-.5	3.2
	traditional radio	Count	97	74	50	221
		% within what year were you born?	48.5%	35.4%	23.6%	35.6%
		Std. Residual	3.1	.0	-2.9
	vinyl	Count	2	1	0	3
		% within what year were you born?	1.0%	0.5%	0.0%	0.5%
		Std. Residual	1.1	.0	-1.0
Total		Count	200	209	212	621
		% within what year were you born?	100.0%	100.0%	100.0%	100.0%

 

 

Chi-Square Tests
	Value	df	Asymp. Sig. (2-sided)
Pearson Chi-Square	61.082a	16	.000
Likelihood Ratio	64.949	16	.000
Linear-by-Linear Association	2.667	1	.102
N of Valid Cases	621
a. 3 cells (11.1%) have expected count less than 5. The minimum expected count is .97.

 

 

For these tables, we are looking at the relationship between age and preferred mediums used to listen to music.  When looking at the chi-squared table, we can see that the P-value is .000, which is below the .05 cutoff.  This tells us there is a very strong, statistically significant relationship between age and preferred medium on which music is listened to.

When looking at the crosstabulation table, we can see that the row for traditional radio is significant because it has a standardized residual of positive 3.1 for adults born between 1927 and 1987.  This tells us that more adults in the oldest age group prefer traditional radio than expected.  Adults born between 1993 and 1996 had a standardized residual of -2.9, meaning less prefer traditional radio than expected.  We see that 48.5% of adults born between 1927 and 1987 choose to listen to music on traditional radio than any other medium, while 35.4% of adults born between 1988 and 1992 and 23.6% of adults born between 1993 and 1996 choose to listen to traditional radio.  The results found in this row tell us that older adults prefer traditional radio more than younger adults.

Another important row is the personal mp3 - purchased.  We can see that adults born between 1927 and 1987 show a standardized residual of - 2.7, which means that less adults in this age group prefer to listen to purchased personal mp3 music than expected.  Adults born between 1993 and 1996 have a standardized residual of positive 3.2, which means that more adults within this age group choose to listen to purchased personal mp3 music than expected.  We can see these results in the percentages, as well, which show that 5.5% of older adults born between 1927 and 1987, 11.0% of adults born between 1988 and 1992, and 19.8% of adults born between 1993 and 1996 chose personal mp3 purchase as their medium for listening to music.  These results tell us that younger adults prefer listening to purchased personal mp3 music more than older adults do.

It appears that older adults are more likely to listen to traditional radio and less likely to choose personal mp3 - purchased than any other medium, and younger adults are less likely to choose traditional radio and more likely to choose personal mp3 - purchased as their medium to listen to music.  A possible reason for these results could technology.  With new age technology such as streaming radio, iPods, mp3s, etc., younger adults are likely to know how to use these types of newer gadgets, while older adults don't know how to use this newer technology, therefore, find traditional radio easier to use.

Music Listening Medium * Age

My first table was on the different music listening mediums different age groups preferred.  This question was not open-ended, therefore was not transcribed, so I was advised to complete research on how people of different age groups generally spoke about music.  To begin, I completed a word frequency query on both the "music – younger" and "music – older" nodes that were pre-downloaded in the NVivo file provided on the course blogsite.  The word cloud can be found below, which gives a graphic representation of the words most used when discussing music.

What I found with this word cloud was that people talked about "rap" and "country" than any other genre; the word "rap" had a weighted percentage of 1.44, and "country", 1.01%.  When I completed the hand-coding, these rates were supported, as people across all age groups had a lot of opinions about rap and country, both negative and positive.  Other words that were used frequently were "grew" (.49%) and "understand" (.47%). 

The main theme I found when hand-coding was that people of all age groups based their opinions of music based on whether or not they could understand the lyrics.  Below is a quote from an individual in the younger group:

Interviewer: And what about for, you said you dislike metal. What about that music do you dislike?

Interviewee: It's, for one, don't understand what their saying. A lot of yelling and screaming.

Interviewer: Yeah, it's difficult sometimes huh?

Interviewer: Yeah. Loud and obnoxious and don't care or it.

Interviewer: Not something you'd want to listen too?

Interviewee: Nope.

 

Here is another quote from the younger group:

 

Me: Why don't you like rap music?

Interviewee: Because I don't understand it. I cannot understand a word they're saying.

Me: So you don't like it because you can't really understand their lyrics?

Interviewee: That's right.

Me: Maybe they're talking too fast?

Interviewee: Or when I do understand it I don't like the language that they use.

Me: How does it make you feel when you listen to it?

Interviewee: I want to change it

 

From the older group, I also saw the same trend.  One person from this group said, "Metal and all that is just gibberish to me, I can't understand it."  While discussing metal and rap, another person from the older group said:

I feel like rap doesn't really talk about anything in general at all. I don't really connect with the lyrics and I don't  – something can't understand on the recording-  most of the time. Metal I don't really understand, I like, don't understand the words when they're saying the words and the music is just loud.

 

Based on the quotes above, we can see that both groups seemed to dislike genres with lyrics they couldn't understand, either because they're talking too fast or too loud.

            A minor theme I found when hand-coding was that people talked a lot of about growing up with different music, which caused them to like them today.  One person from the younger group was given a list of several different genres, and had the same, single answer for liking each one:

            Respondent: Country Western, yes.

            Respondent: Because I grew up with it.

            Interviewer: Is that the only reason?

            Respondent: That's the reason.

            Interviewer: You said you Big Band.

            Respondent: Grew up with it.

            Interviewer: Blue Grass?

            Respondent: Grew up with it.

            Interviewer: And Easy Listening?

Respondent: Grew up with it

 

 

 

 

 

 

 

 

 

 

 

 

 

I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [rap] * Interviewer: what is the gender of your interviewee- Crosstabulation
			Interviewer: what is the gender of your interviewee-		Total
			Female	Male
I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [rap]	Dislike it	Count	77	48	125
		% within Interviewer: what is the gender of your interviewee-	21.6%	15.7%	18.9%
		Std. Residual	1.2	-1.3
	Dislike it very much	Count	26	18	44
		% within Interviewer: what is the gender of your interviewee-	7.3%	5.9%	6.6%
		Std. Residual	.5	-.5
	Don't know much about it	Count	8	7	15
		% within Interviewer: what is the gender of your interviewee-	2.2%	2.3%	2.3%
		Std. Residual	.0	.0
	Like it	Count	126	117	243
		% within Interviewer: what is the gender of your interviewee-	35.4%	38.2%	36.7%
		Std. Residual	-.4	.4
	Like it very much	Count	29	49	78
		% within Interviewer: what is the gender of your interviewee-	8.1%	16.0%	11.8%
		Std. Residual	-2.0	2.2
	Mixed feelings	Count	90	67	157
		% within Interviewer: what is the gender of your interviewee-	25.3%	21.9%	23.7%
		Std. Residual	.6	-.7
Total		Count	356	306	662
		% within Interviewer: what is the gender of your interviewee-	100.0%	100.0%	100.0%

 

 

Chi-Square Tests
	Value	df	Asymp. Sig. (2-sided)
Pearson Chi-Square	13.380a	5	.020
Likelihood Ratio	13.440	5	.020
Linear-by-Linear Association	2.553	1	.110
N of Valid Cases	662
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 6.93.

 

 

 

For these tables, we are looking at the relationship between gender and opinions about rap music.  When looking at the chi-squared table, we find a P-value of .02, which is less than the .05 cut off.  This value tells us there is a statistically significant relationship between gender and one's opinion about rap music.

When looking at the crosstabulation table, the Like It Very Much row shows significant results.  The females had a standardized residual of -2.0, which was less than expected.  This means that females are less likely to like rap music very much.  The males who said they liked rap music very much had a standardized residual of positive 2.2, which was higher than expected.  The percentages in this row correlated with the statistical residuals, with only 8.1% of females saying they like rap music very much and 16% of males saying they like it very much.  The results from this row tell us that more males have a higher liking for rap music than females do.

Another important row is the Dislike It row.  The standardized residual for females in this row was positive 1.2; these results were more than expected and tell us that females are more likely to dislike rap music.  The males that said they disliked music had a standardized residual of -1.3, which means that males are less likely to dislike rap music than expected.  The percentages of females saying they disliked rap music was 21.6%, while 15.7% of males said they dislike it.  These results tell us that more females dislike rap music than males.

The results of these tables tell us that males are more likely to like rap music very much, while females are more likely to dislike it.  Possible reasons for these results could due to the lyrics in rap music.  Rap music tends to be led by males.  Their lyrics tend to be aggressive, violent, and negative towards women, and male rappers tend to refer to women in derogatory ways, such as calling them bitches and hoes.  Men also use their offensive lyrics about women as a position of power, displaying their dominance over women.  Women may dislike rap music for these reasons.

Rap * Gender

My second table was on rap and gender.  First, I completed a text search query for the word "rap" in the "music-males" and "music-females" nodes that were pre-downloaded in the NVivo file provided on the course blogsite.  I saved each query as new nodes, "rap – males" and "rap – females".  I then completed a word frequency query on both the "rap – males" and "rap – females" nodes combined, to allow me to view most and least common words used in quotes including the word "rap".  You can see the word cloud below.

I found that the word "feel" was used frequently, with a weighted percentage of 1.01.  People also used the word "lyrics" a lot (weighted percentage of .61). 

Next, I completed hand-coding within the "rap – males" and "rap – females" nodes I created to look for themes.  The main theme within the male group was rap's ability to tell stories.  One male said:

This is easy, I like rap because I like to hear lyrics, I like to understand lyrics, and I like my artists to be able to paint a picture in my head while I'm listening to the music. I feel like rap does the best job of doing that.

 

Another male felt the same way:

 

            I want to say rap.

            Tell me why u like it

I feel like sometimes how the words are put in like it really opens their expression like a story. I like how it tells stories of how they got there or how things were tough. And I think that is really interesting how they you could put your feelings into music. That's why I like it.

            You're saying rap is the only one that does that or mostly that does that?

            That it mostly makes more sense to me.

 

            Another theme I found within both the male and female groups was song lyrics.  While the males appreciated the story the lyrics presented, I found that a lot of females had negative feelings about the messages portrayed in rap music.  One female said, "I don't like rap because of the lyrics. I don't like rap music because it degrades women."  Another female had mixed feelings about rap, "I like some rap and there some others where their over the top and derogatory."  A similar response was found with another female:

            Interviewer: Okay, and why do you dislike rap?

            Interviewee: Cause all they talk about are money, hoes and bitches

Interviewer: Okay, I agree. Yeah, I dont like all of that. I dont like when they talk about like girls and vulgar stuff.

 

            These findings supported the quantitative table I completed on rap and gender.  Males tended to have more positive opinions about rap music, while females seemed have more negative opinions about it.

I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [Latin] * How much education have you completed? Crosstabulation
			How much education have you completed?			Total
			high school or less	2 year (associates/vocational) degree	bachelors degree or more
I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [Latin]	Dislike it	Count	58	24	20	102
		% within How much education have you completed?	21.2%	10.5%	17.9%	16.6%
		Std. Residual	1.9	-2.3	.3
	Dislike it very much	Count	7	9	6	22
		% within How much education have you completed?	2.6%	3.9%	5.4%	3.6%
		Std. Residual	-.9	.3	1.0
	Don't know much about it	Count	32	30	8	70
		% within How much education have you completed?	11.7%	13.2%	7.1%	11.4%
		Std. Residual	.1	.8	-1.3
	Like it	Count	104	89	30	223
		% within How much education have you completed?	38.0%	39.0%	26.8%	36.3%
		Std. Residual	.4	.7	-1.7
	Like it very much	Count	36	36	20	92
		% within How much education have you completed?	13.1%	15.8%	17.9%	15.0%
		Std. Residual	-.8	.3	.8
	Mixed feelings	Count	37	40	28	105
		% within How much education have you completed?	13.5%	17.5%	25.0%	17.1%
		Std. Residual	-1.4	.2	2.0
Total		Count	274	228	112	614
		% within How much education have you completed?	100.0%	100.0%	100.0%	100.0%

 

 

Chi-Square Tests
	Value	df	Asymp. Sig. (2-sided)
Pearson Chi-Square	23.897a	10	.008
Likelihood Ratio	24.497	10	.006
Linear-by-Linear Association	6.395	1	.011
N of Valid Cases	614
a. 1 cells (5.6%) have expected count less than 5. The minimum expected count is 4.01.

For these tables, we are looking at the relationship between education and one's opinion about Latin music. When looking at the chi-squared table, we find a P-value of .008.  This is below our cut off of. 05.  Therefore, there is a statistically significant relationship between education and one's opinion about Latin music.

When looking at the crosstabulation table, we see that the Like It row is important because it indicates that 26.8% of individuals with an education of bachelor's degree or more said they liked Latin music.  This was less than expected, as the standardized residual was -1.7.  39% of adults with a 2-year degree (associates/vocational) said they liked Latin music.  This resulted in a standardized residual of positive .7, which means more adults in this group are likely to like Latin music than was expected.  We can also see that 38% of adults with a high school education or lower said they liked Latin music; standardized residual for these individuals was positive .4, which was more than expected.  The results from this row tell us that individuals at the highest education level (bachelor's degree) are less likely to like Latin music, while individuals in the lower-levels (2 year associates/vocational degree and high school or less) are more likely to like Latin music.

Another significant row is the Dislike It row.  Adults with a high school education or less had a standardized residual of positive 1.9, which is more than expected.  This means they are more likely to dislike Latin music.  Individuals with a 2-year associates/vocational degree had a negative standardized residual of -2.3, which was less than expected.  This tells us that these individuals are less likely to dislike Latin music.  17.9% of individuals with a bachelor's degree or more said they disliked Latin music; their standardized residual was positive .3, which was insignificant.  We see that 21.2% of individuals with an education of high school or less dislike Latin music and 10.5% of individuals with a 2-year associates/vocational degree dislike Latin music.  The results from this row tell us that individuals who have high school or less educations are more likely to dislike Latin music than individuals with higher educations.

From looking at these results, we can see that the higher the level of education, the less likely someone is to like Latin music.  However, higher level education (bachelor's degree or more) did not show a significant result for disliking Latin music.  We can also tell that individuals with an education of high school or less are more likely to dislike Latin music, and individuals with a 2-year associates degree/vocational degree are less likely to dislike Latin music.

Possible reasons for these results could boil down to race.  Hispanics are more likely to like Latin music than other race groups.  We also know that Hispanics are less likely to achieve a bachelor's degree than a White individual.  Therefore, a person with a bachelor's degree or more is more likely to be White than Hispanic, which is why we are seeing that these individuals are less likely to like Latin music.  In the same token, lower-level educated individuals are more likely to consist of minority groups, such as Hispanics, than Whites.  We are seeing more 2^nd, 3^rd, and so on generations of Hispanics today, and many are speaking English as a primary language, versus their older generations who speak Spanish; some may not be learning Spanish at all.  This language shift may be causing the results of this population disliking Latin music.

Latin * Education

            My next table was on Latin music and levels of education.  To begin, I completed a text search query for the word "Latin" in each of the music-education nodes that were pre-downloaded in the NVivo file provided on the course blogsite ("some high school", "high school", "associates", "bachelors", and "grad school").  I saved each query as new nodes, "Latin – some high school", "Latin – high school", "Latin – associates", "Latin – bachelors", and "Latin – grad school".  I then completed a word frequency query on all of these new nodes combined.  You can see the word cloud below.

            This shows the most and least common words used in quotes including the word "Latin".  The first word that stood out to me was the word "understand"; it had a weighted percentage of .79%.  "Beat" was also used a lot, with a weighted percentage of .50%, as well as "dance" (.37%). 

            Next, I began hand-coding each of the new nodes I created per education level.  The main theme I found was culture.  People who liked Latin music responded said it was due to their culture/heritage.  For example, one person who had completed high school stated, "I like a lot of Latin music too just because I'm Hispanic, so I have a strong liking for that type of music also."  Another person from this education level was asked, "Why do you like Latin?", and responded, "Latin because I am Latina."  This quote clearly supports the main theme, as this person provided her heritage as the only reason she liked Latin music.  A person with an associate's degree had the following response:

me: So, why do you dislike country western so much?

interviewee: Because it doesn't fall into my culture, I guess? I wasn't raised listening to it so I'm not attracted to it for that reason.

me: So, you like Latin very much because it's more of your culture?

interviewee: Yeah.

 

A person at the bachelor's degree level was asked, "Like latin for example?"  The response was, "Yeah, because I'm mexican so. i like my spanish music."  This is another quote that solely responded heritage as the only reason for liking Latin music.

When asked why they disliked Latin music, a person who had a bachelor's degree responded, "Latin I don't like because I am not a latin person and actually, I dislike other kinds of music other than latin, I'm not a latin guy." 

            When I compare the hand-coding quotes I found to the quantitative tables I completed on Latin music and levels of education, it supports the results that higher-level educated individuals are less likely to like Latin music than lower-level.  People with lower levels of education seemed to have a lot more positive opinions of Latin music.  The lower-level educated individuals also seemed to talk more about their Latin culture and heritage, which supports my hypothesis that more Hispanics tend to fall into the lower-level educated group than higher-level.  Therefore, lower-level educated individuals are more likely to enjoy Latin music.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [Latin] * your race? Crosstabulation
			your race?			Total
			other	Hispanic	White
I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [Latin]	Dislike it	Count	17	26	60	103
		% within your race?	16.8%	8.1%	33.1%	17.1%
		Std. Residual	-.1	-3.9	5.2
	Dislike it very much	Count	4	6	11	21
		% within your race?	4.0%	1.9%	6.1%	3.5%
		Std. Residual	.3	-1.6	1.9
	Don't know much about it	Count	23	8	38	69
		% within your race?	22.8%	2.5%	21.0%	11.4%
		Std. Residual	3.4	-4.7	3.8
	Like it	Count	22	157	38	217
		% within your race?	21.8%	48.8%	21.0%	35.9%
		Std. Residual	-2.4	3.8	-3.4
	Like it very much	Count	7	83	3	93
		% within your race?	6.9%	25.8%	1.7%	15.4%
		Std. Residual	-2.2	4.7	-4.7
	Mixed feelings	Count	28	42	31	101
		% within your race?	27.7%	13.0%	17.1%	16.7%
		Std. Residual	2.7	-1.6	.1
Total		Count	101	322	181	604
		% within your race?	100.0%	100.0%	100.0%	100.0%

 

 

Chi-Square Tests
	Value	df	Asymp. Sig. (2-sided)
Pearson Chi-Square	188.116a	10	.000
Likelihood Ratio	202.810	10	.000
Linear-by-Linear Association	27.852	1	.000
N of Valid Cases	604
a. 1 cells (5.6%) have expected count less than 5. The minimum expected count is 3.51.

 

In these tables, we are looking at the relationship between race and one's opinion of Latin music.  When looking at the chi-squared table, we find a P-value of. 000, which is below the .05 cut off.  This shows us that there is a statistically significant relationship between race and one's opinion about Latin music.  

Looking at the crosstabulation table, we see significant results across three rows.  The first important row is the Like It Very Much row.  25.8% of Hispanic individuals said they liked Latin music very much, which resulted in a standardized residual of positive 4.7, higher than expected.  This means that Hispanics are more likely to say they like Latin music very much.  White individuals also had a significant standardized residual of -4.7 due to only 1.7% of them stating they liked Latin music very much.  This was less than expected, and tells us that White individuals are less likely to like Latin music very much.  The individuals in the "other" race group had a standardized residual of -2.2., with 6.9% stating they like music very much, which was less than expected.  This means that people in race groups other than Hispanic and White are less likely to like Latin music very much.  From row tells us that Hispanics are more likely to say they like Latin music very much than any other race group, and White individuals are less likely to say they like Latin music very much than all other race groups.

We also showed significant results in the Like It row.  Hispanics showed a positive standardized residual of 3.8, which tells us that Hispanics are more likely to like Latin music than expected; 48.8% of Hispanics said that they like Latin music.  The White race group in this category had a negative standardized residual of -3.4, with 21% of them stating that they like Latin music.  The standardized residual for this group tells us that White individuals are less likely to like Latin music than expected.  Individuals in the "other" race group had a negative standardized residual of -2.4, with 21.8% of them stating that they like Latin music; this was less than was expected, and means that (like White individuals), they are less likely to say they like Latin music.  The results from this row are similar to the Like It Very Much row, in that Hispanics are more likely to like Latin music than any other race group, and White individuals are less likely than any other race group to like Latin music.

Another row of significance was the Dislike It row.  In this row, only 8.1% of Hispanics said that they dislike Latin music.  Their standardized residual was -3.9, lower than expected, meaning that less Hispanics are likely to say they dislike Latin music.  33.1% of White individuals stated that they dislike Latin music.  Their standardized residual of positive 5.2 was highly significant and more than expected.  This tells us that White individuals are more likely to dislike Latin music.  The "other" race group did not show significant results, with 16.8% stating that they dislike Latin music and a standardized residual of -.1, which was slightly less than expected.  The results from this row tell us that White individuals are more likely to dislike Latin music than any other race group.  We also find that Hispanics are less likely to dislike Latin music than any other race group.

The results of this table tells us that more Hispanics are likely to like Latin music very much, and less likely to dislike it, while whites are less likely to like Latin music very much, and more likely to say that they dislike it.  A reason for these findings could be due to Hispanics more likely to speak Spanish.  Since Latin music is usually in Spanish, Hispanics are more likely to understand the lyrics.  Therefore, they are more likely to enjoy Latin music more than other race groups who most likely don't speak this language.

Latin * Race

            My next table was on the Latin genre and race.  To begin, I completed a text search query for the word "Latin" in the "music-hispanic", "music – other", and "music-white" nodes that were pre-downloaded in the NVivo file provided on the course blogsite.  I saved each query as new nodes, "Latin-hispanic", "Latin – other", and "Latin-white".  Next, I completed a word frequency query on the "Latin-hispanic", "Latin – other", and "Latin-white" nodes combined, to allow me to view most and least common words used in quotes including the word "Latin" among all race groups.  The word cloud is below.

            By looking at this cloud, I found that the word "feel" was used frequently, at a weighted percentage of .79%.  "Grew" was also used at a weighted percentage of .50%.  When I completed the hand-coding, these numbers were supported, as people talked about the way Latin music made them feel.  Also, a majority of people who liked Latin music said they grew up with it.

            One theme among all race groups was that Latin music was associated with dancing.  A quote from the white group was, "I like to dance to Latin music and exercise to Latin music and and that's all."  A quote from the Hispanic group said:

            Latin.

            What about it?

            I like it because it makes me want to dance and I like to dance.

 

Another person from this group said:

 

And with latin that brings me back with my parents, ya know. My mom…you know..my mom with the culture. My mom is from mexico and that also brings me back to when I was little, my mom was listening to Mexican music while she cleaned house. Whatever it is, I mean, I really like that. It also brings back memories and I like to dance cumbia.

            interviewer: like Selena!

            interviewee: selena!

 

            A person from the other race group also commented about the dancing aspect.  However, it contributed to this person disliking the Latin genre:

Same with Latin music, I don't understand it, I might hear it all the time because I am around it and Hispanic people all the time, but I don't understand it and it makes me feel uncomfortable that I don't understand it or don't know well how to dance to it so there is an embarrassment that goes with it when I do listen to it because I don't understand it.

 

            The quotes I found supported my tables, in that a lot of Hispanics had positive feelings about Latin music, versus the amount of positive comments received from the white and other race groups.  Hispanics seemed to be more in tuned with the Latin genre.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [easy listening] * what is your current marital status? Crosstabulation
			what is your current marital status?		Total
			not married	married
I'm going to read you a list of some types of music. Can you tell me which of the statements comes closest to your feeling about each type of music, do you like it very much, like it, have mixed feelings about it, dislike it, dislike it very much, or do you not know much about it- [easy listening]	Dislike it	Count	52	15	67
		% within what is your current marital status?	11.6%	10.1%	11.2%
		Std. Residual	.2	-.4
	Dislike it very much	Count	11	4	15
		% within what is your current marital status?	2.4%	2.7%	2.5%
		Std. Residual	-.1	.1
	Don't know much about it	Count	151	26	177
		% within what is your current marital status?	33.6%	17.4%	29.5%
		Std. Residual	1.6	-2.7
	Like it	Count	143	59	202
		% within what is your current marital status?	31.8%	39.6%	33.7%
		Std. Residual	-.7	1.2
	Like it very much	Count	13	12	25
		% within what is your current marital status?	2.9%	8.1%	4.2%
		Std. Residual	-1.3	2.3
	Mixed feelings	Count	80	33	113
		% within what is your current marital status?	17.8%	22.1%	18.9%
		Std. Residual	-.5	.9
Total		Count	450	149	599
		% within what is your current marital status?	100.0%	100.0%	100.0%

 

 

Chi-Square Tests
	Value	df	Asymp. Sig. (2-sided)
Pearson Chi-Square	20.391a	5	.001
Likelihood Ratio	20.521	5	.001
Linear-by-Linear Association	6.063	1	.014
N of Valid Cases	599
a. 1 cells (8.3%) have expected count less than 5. The minimum expected count is 3.73.

 

 

 

 

In these tables, we are looking at the relationship between marital status and opinions about easy listening music.  In the chi-squared table, we find a P-value of .001, which is below the cut off of .05.  This tells us there is a statistically significant relationship between marital status and one's opinion about easy listening music.

The row with the highest significance was the Don't Know Much About It row.  17.4% of married people said they didn't know much about easy listening music, which resulted in a standardized residual of -2.7, less than was expected.  This means that married people are less likely to not know much about easy listening music.  33.6% of non-married individuals also said they didn't know much about this genre.  Their standardized residual was positive 1.6, which was more than expected.  This means that non-married people are more likely to not know much about easy listening.  The results from this row tell us that non-married individuals are more likely to not know much about easy listening music than married individuals.

Another important row was the Like It Very Much row.  Here, we find that 8.1 % of married individuals said they liked easy listening music very much.  They had a standardized residual of positive 2.3, which was higher than expected.  This means that married individuals are more likely to like easy listening music very much.  2.9% of non-married individuals said that they like easy listening music very much.  This resulted in a standardized residual of -1.3, which was less than expected, meaning non-married individuals are less likely to like easy listening music very much.  The results from this row tell us that married individuals are more likely than non-married individuals to like easy listening music very much.

The Like It row shows a significant result in the amount of married individuals saying they like easy listening music.  From our findings, we see that there is a standardized residual of positive 1.2 which consists of 39.6% of married individuals stating they like easy listening music.  This means that married people are more likely to like easy listening music.  31.8% of non-married individuals stated they like easy listening music.  This resulted in a -.7 standardized residual, which is less than expected.  This tells us that non-married people are less likely to like easy listening music.  The results from this row tells us that married people are more likely to like easy listening music than non-married people.

This table tell us that married individuals are more likely to either like easy listening music, or go on to say that they like it very much, versus non-married individuals who also like easy listening music, but are less likely to like it than married individuals.  The "dislike it" and "dislike it very much" rows showed insignificant results.  Therefore, we can gather from this table that, regardless of marital status, more individuals are likely to like easy listening than not.

Possible reasons for why we find that more people like easy listening than dislike it is that easy listening is exactly what it says…easy to listen to; it's not aggressive, typically inoffensive, and more of a mellow genre.  As far as the findings of more married individuals saying that they like easy listening music than non-married individuals, this could be due to non-married individuals more likely to go out on the town and frequent clubs, bars, and party scenes.  These settings are more likely to play upbeat, popular music than easy listening.

Easy Listening * Marital Status

            My last table was on easy listening and marital status.  To begin, I completed a text search query for the words "easy listening" in the "music-married", "music – non married" nodes that were pre-downloaded in the NVivo file provided on the course blogsite.  For "non-married", there was a node for divorced, widowed, cohabitating, etc., so I combined those together for my text search for "non-married".  I saved each query as new nodes, "Easy Listening-married" and "Easy Listening – non-married".  Next, I completed a word frequency query on the "Easy Listening-married" and "Easy Listening – non-married" nodes combined, to allow me to view most and least common words used in quotes including the words "Easy Listening" among married and non-married groups.  The word cloud is below.

            This cloud showed me that people used the word "easy" quite frequently, with a weighted percentage of 1.77%.  They also had several comments about lyrics.  The word "lyrics" was used at a weighted percentage of .97%. 

            When I completed the hand-coding, the main theme I found was that this genre was recognized for its "easiness" to listen to.  A quote from the married group said:

Interviewee: Most of the reasons I don't like certain genres is because of the lyrics, like typical lyrics or I don't like screamo and loud, deafening sounds in my ear. So that's why I'm okay with the easy listening...It's easy to listen to. And I also don't like things where I can't understand what they're saying or there is no talking. I like having lyrics.

Me: OK...interesting. What about types of music that you do enjoy listening to...why do you like those ones?

Interviewee: Usually because I can relate to the lyrics, or enjoy them, or it's like easy music to listen to. ...It's not...

 

This person preferred the more laidback music from the easy listening genre versus other genres.  Another person from the married group stated:

I like easy listening music and stuff that's a little softer to the ear. I'm a little bit older. I used to like metal and rock a little bit more. But growing up and being an adult (i have a kid now), so I tend to dislike louder music and stuff with more noise. I like to get relaxed when I come home from a hard day of work and put on something that I can enjoy and, you know, kind of fall asleep to a little bit.

 

            Easy Listening was also one of the genres of choice when a person had a bad day, as found in one quote from the non-married group: "I on days that are harder, so easy listening and gospel, maybe even country music is able to soothe that, a hectic day."

            The married group seemed to have generally positive feelings about easy listening music, in that they found it relaxing and easier on the ears.  Although, some people from the non-married group agreed that easy listening music was easier to listen to, some actually viewed that aspect as a negative factor:

Interviewee- Easy listening is just not much in the way of music. It's just like you kind of sit there and the music is background noise. Whereas music should be something that you listen to, to listen to.

            Interviewer- You don't think there is much meaning with easy-listening?

            Interviewee- Right.

 

Another person from the non-married group stated, "Easy listening, I have mixed feelings about because sometimes I just want something to relax to and sometimes, I don't want to relax; I want to listen to something aggressive, and I hate easy listening."

            The quotes I found strongly supported the quantitative tables I completed.  Married individuals seemed to like the relaxing aspect of easy listening, while non-married individuals preferred more upbeat genres.