what is social science assignment

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Common Assignments: Writing in the Social Sciences

Although there may be some differences in writing expectations between disciplines, all writers of scholarly material are required to follow basic writing standards such as writing clear, concise, and grammatically correct sentences; using proper punctuation; and, in all Walden programs, using APA style. When writing in the social sciences, however, students must also be familiar with the goals of the discipline as these inform the discipline’s writing expectations. According to Ragin (1994), the primary goal of social science research is “identifying order in the complexity of social life” (para. 1). Serving the primary goal are the following secondary goals:

• Identifying general patterns and relationships
• Testing and refining theories
• Making predictions
• Interpreting culturally and historically significant phenomena
• Exploring diversity
• Giving voice
• Advancing new theories (Ragin, 1994, para. 2)

To accomplish these goals, social scientists examine and explain the behavior of individuals, systems, cultures, communities, and so on (Dartmouth Writing Program, 2005), with the hope of adding to the world’s knowledge of a particular issue. Students in the social sciences should have these goals at the back of their minds when choosing a research topic or crafting an effective research question. Instead of simply restating what is already known, students must think in terms of how they can take a topic a step further. The elements that follow are meant to give students an idea of what is expected of social science writers.

If you have content-specific questions, be sure to ask your instructor. The Writing Center is available to help you present your ideas as effectively as possible.

Because one cannot say everything there is to say about a particular subject, writers in the social sciences present their work from a particular perspective. For instance, one might choose to examine the problem of childhood obesity from a psychological perspective versus a social or environmental perspective. One’s particular contribution, proposition, or argument is commonly referred to as the thesis and, according to Gerring et al. (2009), a good thesis is one that is “ new, true, and significant ” (p. 2). To strengthen their theses, social scientists might consider presenting an argument that goes against what is currently accepted within that field while carefully addressing counterarguments, and adequately explaining why the issue under consideration matters (Gerring et al., 2009). For instance, one might interpret a claim made by a classical theorist differently from the manner in which it is commonly interpreted and expound on the implications of the new interpretation. The thesis is particularly important because readers want to know whether the writer has something new or significant to say about a given topic. Thus, as you review the literature, before writing, it is important to find gaps and creative linkages between ideas with the goal of contributing something worthwhile to an ongoing discussion. In crafting an argument, you must remember that social scientists place a premium on ideas that are well reasoned and based on evidence. For a contribution to be worthwhile, you must read the literature carefully and without bias; doing this will enable you to identify some of the subtle differences in the viewpoints presented by different authors and help you to better identify the gaps in the literature. Because the thesis is essentially the heart of your discussion, it must be argued objectively and persuasively.

In examining a research question, social scientists may present a hypothesis and they may choose to use either qualitative or quantitative methods of inquiry or both. The methods most often used include interviews, case studies, observations, surveys, and so on. The nature of the study should dictate the chosen method. (Do keep in mind that not all your papers will require that you employ the various methods of social science research; many will simply require that you analyze an issue and present a well reasoned argument.) When you write your capstones, however, you will be required to come to terms with the reliability of the methods you choose, the validity of your research questions, and ethical considerations. You will also be required to defend each one of these components. The research process as a whole may include the following: formulation of research question, sampling and measurement, research design, and analysis and recommendations. Keep in mind that your method will have an impact on the credibility of your work, so it is important that your methods are rigorous. Walden offers a series of research methods courses to help students become familiar with research methods in the social sciences.

Organization

Most social science research manuscripts contain the same general organizational elements:

Title 

Abstract 

Introduction 

Literature Review 

Methods 

Results 

Discussion 

References 

Note that the presentation follows a certain logic: in the introduction one presents the issue under consideration; in the literature review, one presents what is already known about the topic (thus providing a context for the discussion), identifies gaps, and presents one’s approach; in the methods section, one identifies the method used to gather data; in the results and discussion sections, one then presents and explains the results in an objective manner, acknowledging the limitations of the study (American Psychological Association [APA], 2020). One may end with a presentation of the implications of the study and areas upon which other researchers might focus.

For a detailed explanation of typical research paper organization and content, be sure to review Table 3.1 (pp. 77-81) and Table 3.2 (pp. 95-99) of your 7th edition APA manual.

Objectivity

Although social scientists continue to debate whether objectivity is achievable in the social sciences and whether theories really represent objective scientific analyses, they agree that one’s work must be presented as objectively as possible. This does not mean that writers cannot be passionate about their subject; it simply means that social scientists are to think of themselves primarily as observers and they must try to present their findings in a neutral manner, avoiding biases, and acknowledging opposing viewpoints.

It is important to note that instructors expect social science students to master the content of the discipline and to be able to use discipline appropriate language in their writing. Successful writers of social science literature have cultivated the thinking skills that are useful in their discipline and are able to communicate professionally, integrating and incorporating the language of their field as appropriate (Colorado State University, 2011). For instance, if one were writing about how aid impacts the development of less developed countries, it would be important to know and understand the different ways in which aid is defined within the field of development studies.

Colorado State University. (2011). Why assign WID tasks? http://wac.colostate.edu/intro/com6a1.cfm

Gerring, J., Yesnowitz, J., & Bird, S. (2009). General advice on social science writing . https://www.bu.edu/polisci/files/people/faculty/gerring/documents/WritingAdvice.pdf

Ragin, C. (1994). Construction social research: The unity and diversity of method . http://poli.haifa.ac.il/~levi/res/mgsr1.htm

Trochim, W. (2006). Research methods knowledge base . http://www.socialresearchmethods.net/kb/

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• Writing in the Social Sciences

Writing in the social sciences is an evidence-based endeavor that expands our knowledge of the world around us and helps policy makers, citizens, etc. make effective decisions about critical issues. Although social scientists are passionate about the work they do, they strive to provide empirical data in an objective manner that is as free from bias as possible. Your mission as a writer in the social sciences is to convey the evidence and knowledge you have acquired in a clear, precise fashion that is objective and well-supported by data and scholarship.

While each discipline (i.e. anthropology, criminal justice, political science, and sociology) will address writing in a slightly different fashion, there are basic tenets to writing in the social sciences that apply across all disciplines. Overall, the key to being an expert writer in the social sciences is being able to write in a clear and precise style in a well-organized fashion that addresses a topic within the scope of your project and employs thorough and logical analysis in order to reach evidence-based conclusions. Remember, just the facts!

Clear and Precise

The clarity and precision of writing in the social sciences is paramount. Clarity refers to a variety of elements of your writing. First and foremost, you want to provide empirical evidence and/or citations for every claim that you make. Writing in the social sciences is not opinion based; you cannot say “Crime is decreasing across America” without providing empirical evidence for this claim, whether it is from a primary or secondary source. Furthermore, you want to be precise with your claims and language. If poverty is rising for women under 30, make sure to include this demographic information in a precise fashion. Additionally, do not use synonyms when they do not have the same meaning—use the specific terminology for the topic.

Writing in the social sciences also relies on paraphrasing more than direct quotations. Whenever possible, paraphrase or summarize your sources. You should only use a direct quotation if the exact words are crucial to your line of reasoning and argument. Remember that paraphrasing does not involve merely shifting words or finding synonyms. You need to take the material and rephrase it in your own words. A helpful tip for doing so is to read the information and then put it out of sight. From there, write about what you engaged with in your own words without looking at the original source text. When you are finished, you can compare the two for accuracy. Remember, too, that a paraphrase needs a citation even though it uses different language than the source. You are drawing upon the work of someone else.

Regarding precision, writing in the social sciences is not creative writing. Avoid flowery, emotional language; cut excess adjectives and adverbs. Platitudes such as “This came to light” or “It is general knowledge that…” should not be used.

Well-Organized

Organization is highly valued within the social sciences. While your organizational structure will vary with the genre of your writing assignment, there are general rules you will want to follow when organizing your writing assignments. The first key is to lay-out your organizational structure in your introduction and then follow that organizational structure within your text. If you mention that you will address a , b , and c , you need to address a , b , and c in that order.

There are some other general patterns to follow. You should have a clear and direct thesis statement in your introduction. Afterward, you need to present your evidence, summarizing and reviewing your research. In the body of your text, avoid moving from one topic to another. Stay with each topic until you have developed it thoroughly and sufficiently. Once your evidence has been addressed, you want to conclude your text with a strong, solid statement—the takeaway for your readers. When dealing with a research assignment, the conclusion often addresses areas for future research, yet the manner in which you approach the conclusion will vary from assignment to assignment.

Within the Scope of the Project

Narrowing a topic so that it is manageable within the scope of the project is essential. If not, the text can either fail to address key issues of the topic (if the topic is too broad) or the text will not have enough depth for the scope of the project (if the topic is too narrow). Due to the extensive scholarship available on most topics, it is usually better to narrow your topic.

One of the best ways to accomplish this is to narrow by geographic region and certain demographics (age, ethnicity, education-level, etc.) or other specific information like type(s) of crime, type(s) of punishment, or program (especially in criminal justice). Another effective method is to narrow toward the focus of the course by reviewing the syllabus and learning outcomes for the course. Using a variety of search terms will allow you to see the sources available on your topic.

Thorough and Logical Analysis

Strong analysis is vital to writing in the social sciences. The core of a strong analysis is in breaking down a topic into its major components and then exploring those components in-depth. Overall, a social scientist conducting an analysis wishes to break a topic into its major components in order to analyze them to form larger conclusions about the whole.

Although the method for analysis can vary according to the particular discipline and project, in general, you will want to start by identifying the issue. From there, you will want to inform the reader about the main facets of the issue and then move into a review of the research. Once you have reviewed the research, you can then form conclusions predicated on the research. Provide your readers with the main takeaways that an analysis of the research offers.

Pro Tips: Constructing a Literature Review

Literature reviews are a common genre in the social sciences. Here are some expert tips for how you can handle a literature review.

• Do not approach a literature review as an annotated bibliography. An annotated bibliography provides the APA or ASA reference and a short description of the source. A literature review delves more deeply into the sources and places them in conversation with one another. Annotations discuss sources in a separate fashion; literature reviews discuss sources in relation to one another.
• Compare and contrast the articles in a literature review. Place them in conversation with one another.
• Remain balanced. Focus on demonstrating knowledge about, and a comprehensive understanding of, the topic.
• When applicable, use the literature review to identify a research question (or questions) that needs to be answered. The literature review adds to the body of knowledge in the field and serves to establish the need for future research by demonstrating a gap or highlighting critical issues within the topic.

Pro Tips: Finding and Integrating Sources

Finding credible, impactful sources does not need to be challenging. Use these expert tips to help find the best sources and weave them into your research.

• Use scholarly sources primarily. Sources outside of academia should only be used as support for the primary sources.
• In general, a scholarly source is something that was written by an expert in a field or discipline, undergoes some level of peer or editorial review, and provides citations for all sources used.
• Substantive, reputable news sources (e.g. The Atlantic , The Boston Globe , The Washington Post , USA Today , etc.) can be used in the social sciences as well, yet they should not take the place of peer-reviewed sources.
• Draw information from websites that end in .gov or .org when possible. However, make sure to investigate the site—.gov and .org sites are not reliable 100% of the time. Some of these organizations exist to promote research for the purpose of selling us a product or service or promoting a political ideology or political agenda.
• Do not cite Twitter, Facebook, Wikipedia, etc.
• Remember to cite, especially when you paraphrase. If the idea is not your own, it needs to be cited even if you placed it in your own words.
• Cite every major claim. Do not make a claim without providing evidence for it. Where possible, go to the original source. Try to avoid citing indirect information.
• Contact the University Library if you are struggling to find sources—they are here to help!

Helpful Resources

Purdue OWL APA American Political Science Association Website Introduction to Scholarly Sources Advice for Writing a Literature Review Academic Phrase Bank

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Organizing Your Social Sciences Research Paper: The Literature Review

• Purpose of Guide
• Writing a Research Proposal
• Design Flaws to Avoid
• Independent and Dependent Variables
• Narrowing a Topic Idea
• Broadening a Topic Idea
• The Research Problem/Question
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• The C.A.R.S. Model
• Background Information
• Theoretical Framework
• Citation Tracking
• Evaluating Sources
• Reading Research Effectively
• Primary Sources
• Secondary Sources
• What Is Scholarly vs. Popular?
• Is it Peer-Reviewed?
• Qualitative Methods
• Quantitative Methods
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism [linked guide]
• Annotated Bibliography
• Grading Someone Else's Paper

A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have explored while researching a particular topic and to demonstrate to your readers how your research fits within a larger field of study.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

• Give a new interpretation of old material or combine new with old interpretations,
• Trace the intellectual progression of the field, including major debates,
• Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
• Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

The purpose of a literature review is to:

• Place each work in the context of its contribution to understanding the research problem being studied.
• Describe the relationship of each work to the others under consideration.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.
• Resolve conflicts amongst seemingly contradictory previous studies.
• Identify areas of prior scholarship to prevent duplication of effort.
• Point the way in fulfilling a need for additional research.
• Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Integrative Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally that become part of the lore of field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

Integrative Review Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses or research problems. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication. This is the most common form of review in the social sciences.

Structure and Writing Style

I.  Thinking About Your Literature Review

The structure of a literature review should include the following :

• An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
• Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
• An explanation of how each work is similar to and how it varies from the others,
• Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

• Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
• Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
• Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
• Persuasiveness -- which of the author's theses are most convincing or least convincing?
• Value -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II.  Development of the Literature Review

Four Stages 1.  Problem formulation -- which topic or field is being examined and what are its component issues? 2.  Literature search -- finding materials relevant to the subject being explored. 3.  Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4.  Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not very specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1.  Roughly how many sources should I include? 2.  What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3.  Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4.  Should I evaluate the sources? 5.  Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make your job easier if you first limit scope of the research problem. A good strategy is to begin by searching the HOMER catalog for books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to explore what is considered by scholars to be a "hot topic" and what is not.

III.  Ways to Organize Your Literature Review

Thematic [“conceptual categories”] Thematic reviews of literature are organized around a topic or issue, rather than the progression of time. However, progression of time may still be an important factor in a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it will still be organized chronologically reflecting technological developments in media. The only difference here between a "chronological" and a "thematic" approach is what is emphasized the most: the role of the Internet in presidential politics. Note however that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point made.

IV.  Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. Be Selective Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information but that are not key to understanding the research problem can be included in a list of further readings . Use Quotes Sparingly Some short quotes are okay if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for your own summary and interpretation of the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. Use Caution When Paraphrasing When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V.  Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

• Sources in your literature review do not clearly relate to the research problem;
• You do not take sufficient time to define and identify the most relevent sources to use in the literature review related to the research problem;
• Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
• Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
• Does not describe the search procedures that were used in identifying the literature to review;
• Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
• Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout . Online Writing Center. Liberty University; Literature Reviews . The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation . vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It . University College Writing Centre. University of Toronto; Writing a Literature Review . Academic Skills Centre. University of Canberra.

Writing Tip

Break out of your disciplinary box.

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't just review for content.

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

• How are they organizing their ideas?
• What methods have they used to study the problem?
• What theories have been used to explain, predict, or understand their research problem?
• What sources have they cited to support their conclusions?
• How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When do i know i can stop looking and move on.

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

• Look for repeating patterns in the research findings. If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research?  Does it forge a new path? Or, does is merely add more of the same thing being said?
• Look at sources the authors cite to in their work. If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
• Search the Web of Science [a.k.a., Web of Knowledge] Citation database and Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

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Social sciences: what are they the complete subject guide.

Social sciences are disciplines of academic study that examine different aspects of society. There are several branches of social science, all of which share the same aim of studying how people behave, interact and influence the world.

The term 'social science' covers a broad variety of subjects , including geography, law, psychology and many more. Social sciences tell us about how society works, helping us understand how to improve processes at a societal, community and individual level. As a result, studying a social science subject can open up a lot of opportunities and provide students with a wide range of valuable skills.

In this article, we’ll take a closer look at the social sciences, and discuss what it’s like to study a social science subject.

What is social science?

In essence, social science is the study of human society. As subjects that examine and explain human behaviour, social sciences help us develop our understanding of the world beyond our individual experiences.

The most common social science subjects include Anthropology , Archaeology , Economics , Geography , History , Law , Linguistics , Politics , Psychology and Sociology .

Social sciences can help uncover useful insights into society in a variety of ways - from understanding how minds work, to how societies as a whole function. Social science is vital for understanding important societal functions, such as economic growth and unemployment triggers, as well as what makes people happy.

This provides important information for governments, local authorities and organisations. Social science research has influenced a huge number of policies and practices.

Social science vs natural science

Social sciences are a separate field of study to natural sciences . The main difference between social and natural science is that social science examines the relationships between individuals and societies, whereas natural sciences focus on aspects of the physical world. Natural sciences include areas such as biology, chemistry or physics.

Why study a social science subject?

Studying a social science subject is a great way to develop your skills and knowledge in more detail. Social science students develop a broad range of transferable skills, making it a valuable subject choice for a variety of careers. 

No matter which field of social science you choose to study, you’ll develop the ability to analyse and research complex issues, think critically, evaluate different solutions, understand different perspectives, and effectively communicate this information. You’ll also understand how to apply previously learned information to new situations, and how to engage with new concepts quickly.

For some, postgraduate social science study offers the chance to continue with the subject they loved as an undergraduate. This is a great way to develop your specialist knowledge in an area of social science that you are passionate about, or want to progress further within your career.

For others, the skills gained from a social science subject offers a unique edge in their planned career. In particular, subjects like Law or Economics are well suited to particular career goals, with some roles requiring a postgraduate qualification as an entry requirement.

Even with non-vocational subjects that are more open, your commitment to the subject and the work expected during a postgraduate course demonstrates your drive, passion and abilities; and it is something employers will take notice of.

Rachel, a masters student, explains,   “I absolutely loved writing my undergrad dissertation, and wanted the chance to do more work like that...I wanted to do a masters because I didn't want to give up on my subject just yet.”

10 disciplines of social science

Social science encompasses a broad range of subject areas. There are many academic disciplines of social science, meaning there is lots of choice when considering whether to study a social science subject at postgraduate level.

Some postgraduate students may even choose to study a different discipline to their undergraduate degree, since there are several transferable skills and intertwined areas across branches of social science.

The top 10 disciplines of social sciences include:

Anthropology

Archaeology

Linguistics

1. anthropology.

Anthropology is known as the 'science of humanity'. Anthropologists explore topics relating to the human experience. This includes human behaviour, cultural relations, and how the evolution of humanity has influenced society's structure. 

Anthropology is often described as being both scientific and humanistic, meaning it's well-suited for anyone looking to indulge passions for both kinds of subject. Anthropology research also involves exploration of historical human experiences, although there's plenty of chance to apply it in modern contexts too!

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2. Archaeology

Archaeology is the study of humanity through material remains of past life and behaviour. Similar to anthropology, archaeology explores past life and cultures, although this relies much more on the evidence from material remains. 

Whilst many people think of archaeologists as being like Indiana Jones, the truth is very different – though no less interesting. Archaeology involves excavation work, material analysis and surveying. Europe is an ideal place to study archaeology, with many archaeological sites of interest thanks to its rich history. There are many material remains from the Roman Empire, the Vikings, and other significant past movements.

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3. Economics

Economics looks at the production, distribution and consumption of goods and services. When studying economics at postgraduate level you can choose to take a close view or a broad one, but in general, economics involves looking at how the economic systems of the world work. 

This knowledge can be applied both theoretically and practically, meaning the subject is well suited for anyone interested in the current economic world.

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4. Geography

Though many of us may remember  geography  as the subject at school that involved maps, it goes beyond that – analysing population, the land itself, the relationship between the two and often linking to the earth sciences (such as  geology ). At postgraduate level, you'll be able to specialise in a particular branch of geography – such as oceanology, environmental management or tourism geography.

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History  is a broad social science subject that involves studying particular past time periods. Whilst postgraduate level study gives you a chance to specialise in a particular field of history, you'll still be using similar skills – interpreting sources, looking at current theories of the past, and assessing ideas against the available evidence. With Europe's long, well-documented history, there's the chance to get to look at the places you're studying first hand.

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Studying law  will give you the opportunity to look at a variety of legal systems, and to focus on a particular area – contract law, international law or criminal law, to name but a few. Doing  further study in law  is especially useful if intending to go into it as a career, although it is possible to study it solely for academic reasons. Visit  LLMstudy.com  for more information about studying  law  at a postgraduate level.

7. Linguistics

Linguistics  is the study of language – looking at how human language is formed, processed and used in different contexts. Rather than learning to speak a particular language, this social science subject is more about how language itself works. 

There are a broad range of study areas in linguistics, typical areas of study include syntactic analysis, language acquisition, sociolinguistics, phonology, and the evolution of language. With the EU having 23 official languages, and Europe itself having more than 60 indigenous regional and minority languages, what better place to study linguistics?

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8. Politics

Politics  affects every part of life, so it's no wonder it makes such a fascinating area of study. Often broken up into Political Philosophy, Comparative Politics and International Relations, a postgraduate course in politics lets you study both historical and current events. 

Political science is a degree perfect for those aiming for a career in politics or local authority, as well as for those interested in pursuing further academic study. And, with the EU containing so many differing systems, it's a fantastic place to study it.

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9. Psychology

Both theoretical and experimental,  psychology  makes use of studying both social behaviour and neurobiological processes. With such a broad area of study – the human mind – you'll specialise in particular areas. 

These can include child development, interpersonal relationships or social psychology. Europe has a long history with psychology, thanks to Germany's involvement in its development, so in studying here you'll be joining a long line of innovative scholars.

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10. Sociology

Sociology  is the study of society, both on an individual and structural level. Covering topics such as class, religion and social mobility, there's a broad range to choose to specialise in. 

Some sociologists work solely for theoretical purposes, whilst others intend to use their findings in policies or welfare. In such a multicultural continent as Europe, you'll find plenty to study, and with the amount of changes that have taken place in the past century, there'll definitely be an area of sociology to interest you.

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Social science subjects: summarised

Of course, these subjects aren’t the only areas that come under the 'social sciences' umbrella. Each university will have a variety of different courses included in their social sciences department – for example, some will include subjects like international relations , media studies or even accounting in their social sciences faculty. These, and more, are among the social science subjects offered by many UK and European universities today.

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Plenty of students opt to study one of the social sciences at postgraduate level, gaining insight into people, places and various fascinating aspects of every day life. Use our course search to find your perfect postgraduate program in the social sciences.

How are the social sciences taught?

Postgraduate study is a popular choice for social science graduates, and this trend is continuing to increase. This is likely to be due to the fact that a postgraduate social science degree can open up so many career opportunities. Plus, many occupations such as law, psychology and social work often require a postgraduate level qualification. 

Taught courses

Studying social sciences at postgraduate level requires a high level of commitment. Most social science masters degrees are taught based, and are conducted in much the same way as an undergraduate degree – with exams, regular seminars, lectures and a dissertation. Whilst the teaching format will be similar to your undergraduate course, there is far more reliance on independent study, and you’ll have greater freedom of choice around your topics. There are many positives when it comes to studying a social science masters program.

Many social science courses involve elements of group work, whereby you’ll work in collaboration with other students for an assignment. Sometimes, you can choose not to do a dissertation and get a Postgraduate Diploma instead. 

Lorna, who is a social science student in Sweden, says,  “I've found that my motivation to participate in group discussion has skyrocketed since starting my postgrad course."

Research courses

However, some courses are research based. A research based social science masters is far more like a dissertation overall – focused around producing a thesis with the help of a supervisor. These generally take around a year or two to complete full time, or longer part time.

A social science research masters involves a lot more independent study than a taught masters or than at undergraduate level. You will be writing on a particular area of study, and, over the course of the degree, working with your supervisor to come up with an interesting and well-founded research topic.

Dan, who recently completed his masters program, states,  “It's sometimes intimidating to know you're now doing some of the research, not just as reading it, but it's rewarding when you make that link that hasn't been made by anyone else – knowing that what you're writing is your own, original work.”

Whether your degree is taught or research based , you’ll be expected to study independently and develop your knowledge through reading, theoretical and practical research. Postgraduate social science study is a challenge, certainly, but a worthwhile one.

Social science tuition fees 

In the UK, the average fee for studying a postgraduate degree as a home student is £9,428. The exact fees will vary depending on the university. The figures here are intended to give you an idea of how much you might expect to pay.

As for the rest of Europe, countries such as Finland , Greece and Norway – do not charge EU students at all. Some universities in Europe charge students tuition fees per semester – for instance, the postgraduate tuition fees at German universities are around €500 a semester. 

Others have registration fees, rather than tuition fees. As you can see, the expenses are varied. Bear in mind, this is only the tuition fees – there are also living expenses to take into account. Funding is also available to postgraduate students, although it might require some research to find. 

Some notable examples are scholarships given by individual universities, and the Social Science Research Council (SSRC) .

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Entry requirements 

Entry requirements for social science subjects will vary depending on the university, and which country you are studying in. But generally, they require a 2.1 or equivalent in your undergraduate degree, or some professional experience in the area. 

It’s best to look at each course individually to find out exactly what you need to get. With postgraduate courses taught in English, if you are an international student you will also be required to either have an IELTS score of 6.5–7.0 or equivalent, or to have successfully completed your undergraduate degree in English.

Social science careers and prospects

Studying a social science subject can open up a whole world of opportunities due to their non-vocational nature. No matter the subject you choose to study, you’ll develop highly valuable skills by studying a social science.

Some of the top professional jobs that social science graduates go into include:

Secondary education teaching professionals

Primary education teaching professionals

Legal professionals

Welfare and housing professionals

Marketing professionals

Police officers

Human resources

Business professionals

Sales executives

Source: Luminate Prospects What do graduates do? 2021/22

Other career paths in social science involve working as an economist, social worker , writer and legal work, as well as government or law official work. Career options can also include working in non-profits and academia.

Catherine, who did an area studies postgraduate program, says,  “I knew that a number of options would open themselves up to me as a result of doing the masters, making new contacts and writing a dissertation.”

If you find studying a postgraduate degree only makes you love your subject more, you may consider moving into academia – either with further study, teaching or research.

Still, if you’d rather leave the academic life behind, you’ll find a social science postgraduate degree prepares you for anything involving some level of knowledge of society, human behaviour, governmental work, economics, or law. You could move into psychology, advertising or go into social work.

Further study for social science graduates

According to the Luminate Prospects What do graduates do? 2021/22 , social science subjects have a higher than average further study rate. For example, almost 29% of law graduates choose to continue their studies with a postgraduate degree, and so do almost 27% of psychology graduates.

There is a range of options when it comes to further study for social science. Most graduates choose to continue their studies with a masters course. This can be studied full time, but some prefer to study part time alongside employment.

There is also the option to study a postgraduate diploma, which takes less time to complete than a masters degree since it does not require a dissertation – this might be a more suitable option for anybody looking to step into a professional career.

Beyond a masters degree, it’s possible to take your social science studies further with a PhD degree. This is a suitable choice for those who wish to progress into an academic profession, such as higher level teaching.

Skills you’ll gain with social science study

The skills gained during a social science postgraduate degree are broad enough that you could apply them to many fields and be successful. You'll develop a variety of practical, academic and professional skills.

Key skills gained in social science courses include:

Analytical skills

Research skills

Communication

Problem solving

Critical thinking

Writing skills

Jamie, another recent graduate, says, “My degree didn't just teach me about my subject, but how to write clearly, think for myself, and analyse information – skills that have subsequently helped getting into my chosen career.”

With a postgraduate degree in the social sciences, the possibilities are endless.

UK and European Study

The social sciences are a vital part of today's culture and touch on all areas of life. The UK and Europe have a long history with them. Today, three out of the top five universities in the world for the social sciences are UK based:

University of Oxford

London School of Economics and Political Science (LSE)

University of Cambridge

Many UK and European universities specialise in the social sciences – as seen through places like the London School of Economics and Political Science or the Sciences Po, Paris. 

Even those that don't specialise in social sciences, yet excel at them, include places like the University of Amsterdam, founded in the 1600s, or the University of Copenhagen, the oldest university in Denmark. 

UK and Europe have long led the progress of these sciences, as seen through Germany’s contributions to experimental psychology, or the Swiss' influence in structural linguistics. This history of innovative thought makes the UK and Europe perfect for studying these subjects today.

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PhD courses

Social science courses by subject.

Social Science bursary winner & funding opportunity

Ross Montgomery is a 27-year-old student studying an MSc in Psychological Studies at the University of Glasgow. The Scottish student chose this postgraduate course because of his desire to understand the fundamentals of psychology before going on to study a counselling diploma. Ross was delighted to be awarded one of our Postgrad Solutions Study Bursaries worth £500. Speaking about his financial award he says, “It’s such a helpful weight off my mind – I’m very grateful for the support.” We have x5 Postgrad Solutions Bursaries for 2024 – and this time they are worth £2,000 each.

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2.2 Research Methods

Learning objectives.

By the end of this section, you should be able to:

• Recall the 6 Steps of the Scientific Method
• Differentiate between four kinds of research methods: surveys, field research, experiments, and secondary data analysis.
• Explain the appropriateness of specific research approaches for specific topics.

Sociologists examine the social world, see a problem or interesting pattern, and set out to study it. They use research methods to design a study. Planning the research design is a key step in any sociological study. Sociologists generally choose from widely used methods of social investigation: primary source data collection such as survey, participant observation, ethnography, case study, unobtrusive observations, experiment, and secondary data analysis , or use of existing sources. Every research method comes with plusses and minuses, and the topic of study strongly influences which method or methods are put to use. When you are conducting research think about the best way to gather or obtain knowledge about your topic, think of yourself as an architect. An architect needs a blueprint to build a house, as a sociologist your blueprint is your research design including your data collection method.

When entering a particular social environment, a researcher must be careful. There are times to remain anonymous and times to be overt. There are times to conduct interviews and times to simply observe. Some participants need to be thoroughly informed; others should not know they are being observed. A researcher wouldn’t stroll into a crime-ridden neighborhood at midnight, calling out, “Any gang members around?”

Making sociologists’ presence invisible is not always realistic for other reasons. That option is not available to a researcher studying prison behaviors, early education, or the Ku Klux Klan. Researchers can’t just stroll into prisons, kindergarten classrooms, or Klan meetings and unobtrusively observe behaviors or attract attention. In situations like these, other methods are needed. Researchers choose methods that best suit their study topics, protect research participants or subjects, and that fit with their overall approaches to research.

As a research method, a survey collects data from subjects who respond to a series of questions about behaviors and opinions, often in the form of a questionnaire or an interview. The survey is one of the most widely used scientific research methods. The standard survey format allows individuals a level of anonymity in which they can express personal ideas.

At some point, most people in the United States respond to some type of survey. The 2020 U.S. Census is an excellent example of a large-scale survey intended to gather sociological data. Since 1790, United States has conducted a survey consisting of six questions to received demographical data pertaining to residents. The questions pertain to the demographics of the residents who live in the United States. Currently, the Census is received by residents in the United Stated and five territories and consists of 12 questions.

Not all surveys are considered sociological research, however, and many surveys people commonly encounter focus on identifying marketing needs and strategies rather than testing a hypothesis or contributing to social science knowledge. Questions such as, “How many hot dogs do you eat in a month?” or “Were the staff helpful?” are not usually designed as scientific research. The Nielsen Ratings determine the popularity of television programming through scientific market research. However, polls conducted by television programs such as American Idol or So You Think You Can Dance cannot be generalized, because they are administered to an unrepresentative population, a specific show’s audience. You might receive polls through your cell phones or emails, from grocery stores, restaurants, and retail stores. They often provide you incentives for completing the survey.

Sociologists conduct surveys under controlled conditions for specific purposes. Surveys gather different types of information from people. While surveys are not great at capturing the ways people really behave in social situations, they are a great method for discovering how people feel, think, and act—or at least how they say they feel, think, and act. Surveys can track preferences for presidential candidates or reported individual behaviors (such as sleeping, driving, or texting habits) or information such as employment status, income, and education levels.

A survey targets a specific population , people who are the focus of a study, such as college athletes, international students, or teenagers living with type 1 (juvenile-onset) diabetes. Most researchers choose to survey a small sector of the population, or a sample , a manageable number of subjects who represent a larger population. The success of a study depends on how well a population is represented by the sample. In a random sample , every person in a population has the same chance of being chosen for the study. As a result, a Gallup Poll, if conducted as a nationwide random sampling, should be able to provide an accurate estimate of public opinion whether it contacts 2,000 or 10,000 people.

After selecting subjects, the researcher develops a specific plan to ask questions and record responses. It is important to inform subjects of the nature and purpose of the survey up front. If they agree to participate, researchers thank subjects and offer them a chance to see the results of the study if they are interested. The researcher presents the subjects with an instrument, which is a means of gathering the information.

A common instrument is a questionnaire. Subjects often answer a series of closed-ended questions . The researcher might ask yes-or-no or multiple-choice questions, allowing subjects to choose possible responses to each question. This kind of questionnaire collects quantitative data —data in numerical form that can be counted and statistically analyzed. Just count up the number of “yes” and “no” responses or correct answers, and chart them into percentages.

Questionnaires can also ask more complex questions with more complex answers—beyond “yes,” “no,” or checkbox options. These types of inquiries use open-ended questions that require short essay responses. Participants willing to take the time to write those answers might convey personal religious beliefs, political views, goals, or morals. The answers are subjective and vary from person to person. How do you plan to use your college education?

Some topics that investigate internal thought processes are impossible to observe directly and are difficult to discuss honestly in a public forum. People are more likely to share honest answers if they can respond to questions anonymously. This type of personal explanation is qualitative data —conveyed through words. Qualitative information is harder to organize and tabulate. The researcher will end up with a wide range of responses, some of which may be surprising. The benefit of written opinions, though, is the wealth of in-depth material that they provide.

An interview is a one-on-one conversation between the researcher and the subject, and it is a way of conducting surveys on a topic. However, participants are free to respond as they wish, without being limited by predetermined choices. In the back-and-forth conversation of an interview, a researcher can ask for clarification, spend more time on a subtopic, or ask additional questions. In an interview, a subject will ideally feel free to open up and answer questions that are often complex. There are no right or wrong answers. The subject might not even know how to answer the questions honestly.

Questions such as “How does society’s view of alcohol consumption influence your decision whether or not to take your first sip of alcohol?” or “Did you feel that the divorce of your parents would put a social stigma on your family?” involve so many factors that the answers are difficult to categorize. A researcher needs to avoid steering or prompting the subject to respond in a specific way; otherwise, the results will prove to be unreliable. The researcher will also benefit from gaining a subject’s trust, from empathizing or commiserating with a subject, and from listening without judgment.

Surveys often collect both quantitative and qualitative data. For example, a researcher interviewing people who are incarcerated might receive quantitative data, such as demographics – race, age, sex, that can be analyzed statistically. For example, the researcher might discover that 20 percent of incarcerated people are above the age of 50. The researcher might also collect qualitative data, such as why people take advantage of educational opportunities during their sentence and other explanatory information.

The survey can be carried out online, over the phone, by mail, or face-to-face. When researchers collect data outside a laboratory, library, or workplace setting, they are conducting field research, which is our next topic.

Field Research

The work of sociology rarely happens in limited, confined spaces. Rather, sociologists go out into the world. They meet subjects where they live, work, and play. Field research refers to gathering primary data from a natural environment. To conduct field research, the sociologist must be willing to step into new environments and observe, participate, or experience those worlds. In field work, the sociologists, rather than the subjects, are the ones out of their element.

The researcher interacts with or observes people and gathers data along the way. The key point in field research is that it takes place in the subject’s natural environment, whether it’s a coffee shop or tribal village, a homeless shelter or the DMV, a hospital, airport, mall, or beach resort.

While field research often begins in a specific setting , the study’s purpose is to observe specific behaviors in that setting. Field work is optimal for observing how people think and behave. It seeks to understand why they behave that way. However, researchers may struggle to narrow down cause and effect when there are so many variables floating around in a natural environment. And while field research looks for correlation, its small sample size does not allow for establishing a causal relationship between two variables. Indeed, much of the data gathered in sociology do not identify a cause and effect but a correlation .

Sociology in the Real World

Beyoncé and lady gaga as sociological subjects.

Sociologists have studied Lady Gaga and Beyoncé and their impact on music, movies, social media, fan participation, and social equality. In their studies, researchers have used several research methods including secondary analysis, participant observation, and surveys from concert participants.

In their study, Click, Lee & Holiday (2013) interviewed 45 Lady Gaga fans who utilized social media to communicate with the artist. These fans viewed Lady Gaga as a mirror of themselves and a source of inspiration. Like her, they embrace not being a part of mainstream culture. Many of Lady Gaga’s fans are members of the LGBTQ community. They see the “song “Born This Way” as a rallying cry and answer her calls for “Paws Up” with a physical expression of solidarity—outstretched arms and fingers bent and curled to resemble monster claws.”

Sascha Buchanan (2019) made use of participant observation to study the relationship between two fan groups, that of Beyoncé and that of Rihanna. She observed award shows sponsored by iHeartRadio, MTV EMA, and BET that pit one group against another as they competed for Best Fan Army, Biggest Fans, and FANdemonium. Buchanan argues that the media thus sustains a myth of rivalry between the two most commercially successful Black women vocal artists.

Participant Observation

In 2000, a comic writer named Rodney Rothman wanted an insider’s view of white-collar work. He slipped into the sterile, high-rise offices of a New York “dot com” agency. Every day for two weeks, he pretended to work there. His main purpose was simply to see whether anyone would notice him or challenge his presence. No one did. The receptionist greeted him. The employees smiled and said good morning. Rothman was accepted as part of the team. He even went so far as to claim a desk, inform the receptionist of his whereabouts, and attend a meeting. He published an article about his experience in The New Yorker called “My Fake Job” (2000). Later, he was discredited for allegedly fabricating some details of the story and The New Yorker issued an apology. However, Rothman’s entertaining article still offered fascinating descriptions of the inside workings of a “dot com” company and exemplified the lengths to which a writer, or a sociologist, will go to uncover material.

Rothman had conducted a form of study called participant observation , in which researchers join people and participate in a group’s routine activities for the purpose of observing them within that context. This method lets researchers experience a specific aspect of social life. A researcher might go to great lengths to get a firsthand look into a trend, institution, or behavior. A researcher might work as a waitress in a diner, experience homelessness for several weeks, or ride along with police officers as they patrol their regular beat. Often, these researchers try to blend in seamlessly with the population they study, and they may not disclose their true identity or purpose if they feel it would compromise the results of their research.

At the beginning of a field study, researchers might have a question: “What really goes on in the kitchen of the most popular diner on campus?” or “What is it like to be homeless?” Participant observation is a useful method if the researcher wants to explore a certain environment from the inside.

Field researchers simply want to observe and learn. In such a setting, the researcher will be alert and open minded to whatever happens, recording all observations accurately. Soon, as patterns emerge, questions will become more specific, observations will lead to hypotheses, and hypotheses will guide the researcher in analyzing data and generating results.

In a study of small towns in the United States conducted by sociological researchers John S. Lynd and Helen Merrell Lynd, the team altered their purpose as they gathered data. They initially planned to focus their study on the role of religion in U.S. towns. As they gathered observations, they realized that the effect of industrialization and urbanization was the more relevant topic of this social group. The Lynds did not change their methods, but they revised the purpose of their study.

This shaped the structure of Middletown: A Study in Modern American Culture , their published results (Lynd & Lynd, 1929).

The Lynds were upfront about their mission. The townspeople of Muncie, Indiana, knew why the researchers were in their midst. But some sociologists prefer not to alert people to their presence. The main advantage of covert participant observation is that it allows the researcher access to authentic, natural behaviors of a group’s members. The challenge, however, is gaining access to a setting without disrupting the pattern of others’ behavior. Becoming an inside member of a group, organization, or subculture takes time and effort. Researchers must pretend to be something they are not. The process could involve role playing, making contacts, networking, or applying for a job.

Once inside a group, some researchers spend months or even years pretending to be one of the people they are observing. However, as observers, they cannot get too involved. They must keep their purpose in mind and apply the sociological perspective. That way, they illuminate social patterns that are often unrecognized. Because information gathered during participant observation is mostly qualitative, rather than quantitative, the end results are often descriptive or interpretive. The researcher might present findings in an article or book and describe what he or she witnessed and experienced.

This type of research is what journalist Barbara Ehrenreich conducted for her book Nickel and Dimed . One day over lunch with her editor, Ehrenreich mentioned an idea. How can people exist on minimum-wage work? How do low-income workers get by? she wondered. Someone should do a study . To her surprise, her editor responded, Why don’t you do it?

That’s how Ehrenreich found herself joining the ranks of the working class. For several months, she left her comfortable home and lived and worked among people who lacked, for the most part, higher education and marketable job skills. Undercover, she applied for and worked minimum wage jobs as a waitress, a cleaning woman, a nursing home aide, and a retail chain employee. During her participant observation, she used only her income from those jobs to pay for food, clothing, transportation, and shelter.

She discovered the obvious, that it’s almost impossible to get by on minimum wage work. She also experienced and observed attitudes many middle and upper-class people never think about. She witnessed firsthand the treatment of working class employees. She saw the extreme measures people take to make ends meet and to survive. She described fellow employees who held two or three jobs, worked seven days a week, lived in cars, could not pay to treat chronic health conditions, got randomly fired, submitted to drug tests, and moved in and out of homeless shelters. She brought aspects of that life to light, describing difficult working conditions and the poor treatment that low-wage workers suffer.

The book she wrote upon her return to her real life as a well-paid writer, has been widely read and used in many college classrooms.

Ethnography

Ethnography is the immersion of the researcher in the natural setting of an entire social community to observe and experience their everyday life and culture. The heart of an ethnographic study focuses on how subjects view their own social standing and how they understand themselves in relation to a social group.

An ethnographic study might observe, for example, a small U.S. fishing town, an Inuit community, a village in Thailand, a Buddhist monastery, a private boarding school, or an amusement park. These places all have borders. People live, work, study, or vacation within those borders. People are there for a certain reason and therefore behave in certain ways and respect certain cultural norms. An ethnographer would commit to spending a determined amount of time studying every aspect of the chosen place, taking in as much as possible.

A sociologist studying a tribe in the Amazon might watch the way villagers go about their daily lives and then write a paper about it. To observe a spiritual retreat center, an ethnographer might sign up for a retreat and attend as a guest for an extended stay, observe and record data, and collate the material into results.

Institutional Ethnography

Institutional ethnography is an extension of basic ethnographic research principles that focuses intentionally on everyday concrete social relationships. Developed by Canadian sociologist Dorothy E. Smith (1990), institutional ethnography is often considered a feminist-inspired approach to social analysis and primarily considers women’s experiences within male- dominated societies and power structures. Smith’s work is seen to challenge sociology’s exclusion of women, both academically and in the study of women’s lives (Fenstermaker, n.d.).

Historically, social science research tended to objectify women and ignore their experiences except as viewed from the male perspective. Modern feminists note that describing women, and other marginalized groups, as subordinates helps those in authority maintain their own dominant positions (Social Sciences and Humanities Research Council of Canada n.d.). Smith’s three major works explored what she called “the conceptual practices of power” and are still considered seminal works in feminist theory and ethnography (Fensternmaker n.d.).

Sociological Research

The making of middletown: a study in modern u.s. culture.

In 1924, a young married couple named Robert and Helen Lynd undertook an unprecedented ethnography: to apply sociological methods to the study of one U.S. city in order to discover what “ordinary” people in the United States did and believed. Choosing Muncie, Indiana (population about 30,000) as their subject, they moved to the small town and lived there for eighteen months.

Ethnographers had been examining other cultures for decades—groups considered minorities or outsiders—like gangs, immigrants, and the poor. But no one had studied the so-called average American.

Recording interviews and using surveys to gather data, the Lynds objectively described what they observed. Researching existing sources, they compared Muncie in 1890 to the Muncie they observed in 1924. Most Muncie adults, they found, had grown up on farms but now lived in homes inside the city. As a result, the Lynds focused their study on the impact of industrialization and urbanization.

They observed that Muncie was divided into business and working class groups. They defined business class as dealing with abstract concepts and symbols, while working class people used tools to create concrete objects. The two classes led different lives with different goals and hopes. However, the Lynds observed, mass production offered both classes the same amenities. Like wealthy families, the working class was now able to own radios, cars, washing machines, telephones, vacuum cleaners, and refrigerators. This was an emerging material reality of the 1920s.

As the Lynds worked, they divided their manuscript into six chapters: Getting a Living, Making a Home, Training the Young, Using Leisure, Engaging in Religious Practices, and Engaging in Community Activities.

When the study was completed, the Lynds encountered a big problem. The Rockefeller Foundation, which had commissioned the book, claimed it was useless and refused to publish it. The Lynds asked if they could seek a publisher themselves.

Middletown: A Study in Modern American Culture was not only published in 1929 but also became an instant bestseller, a status unheard of for a sociological study. The book sold out six printings in its first year of publication, and has never gone out of print (Caplow, Hicks, & Wattenberg. 2000).

Nothing like it had ever been done before. Middletown was reviewed on the front page of the New York Times. Readers in the 1920s and 1930s identified with the citizens of Muncie, Indiana, but they were equally fascinated by the sociological methods and the use of scientific data to define ordinary people in the United States. The book was proof that social data was important—and interesting—to the U.S. public.

Sometimes a researcher wants to study one specific person or event. A case study is an in-depth analysis of a single event, situation, or individual. To conduct a case study, a researcher examines existing sources like documents and archival records, conducts interviews, engages in direct observation and even participant observation, if possible.

Researchers might use this method to study a single case of a foster child, drug lord, cancer patient, criminal, or rape victim. However, a major criticism of the case study as a method is that while offering depth on a topic, it does not provide enough evidence to form a generalized conclusion. In other words, it is difficult to make universal claims based on just one person, since one person does not verify a pattern. This is why most sociologists do not use case studies as a primary research method.

However, case studies are useful when the single case is unique. In these instances, a single case study can contribute tremendous insight. For example, a feral child, also called “wild child,” is one who grows up isolated from human beings. Feral children grow up without social contact and language, which are elements crucial to a “civilized” child’s development. These children mimic the behaviors and movements of animals, and often invent their own language. There are only about one hundred cases of “feral children” in the world.

As you may imagine, a feral child is a subject of great interest to researchers. Feral children provide unique information about child development because they have grown up outside of the parameters of “normal” growth and nurturing. And since there are very few feral children, the case study is the most appropriate method for researchers to use in studying the subject.

At age three, a Ukranian girl named Oxana Malaya suffered severe parental neglect. She lived in a shed with dogs, and she ate raw meat and scraps. Five years later, a neighbor called authorities and reported seeing a girl who ran on all fours, barking. Officials brought Oxana into society, where she was cared for and taught some human behaviors, but she never became fully socialized. She has been designated as unable to support herself and now lives in a mental institution (Grice 2011). Case studies like this offer a way for sociologists to collect data that may not be obtained by any other method.

Experiments

You have probably tested some of your own personal social theories. “If I study at night and review in the morning, I’ll improve my retention skills.” Or, “If I stop drinking soda, I’ll feel better.” Cause and effect. If this, then that. When you test the theory, your results either prove or disprove your hypothesis.

One way researchers test social theories is by conducting an experiment , meaning they investigate relationships to test a hypothesis—a scientific approach.

There are two main types of experiments: lab-based experiments and natural or field experiments. In a lab setting, the research can be controlled so that more data can be recorded in a limited amount of time. In a natural or field- based experiment, the time it takes to gather the data cannot be controlled but the information might be considered more accurate since it was collected without interference or intervention by the researcher.

As a research method, either type of sociological experiment is useful for testing if-then statements: if a particular thing happens (cause), then another particular thing will result (effect). To set up a lab-based experiment, sociologists create artificial situations that allow them to manipulate variables.

Classically, the sociologist selects a set of people with similar characteristics, such as age, class, race, or education. Those people are divided into two groups. One is the experimental group and the other is the control group. The experimental group is exposed to the independent variable(s) and the control group is not. To test the benefits of tutoring, for example, the sociologist might provide tutoring to the experimental group of students but not to the control group. Then both groups would be tested for differences in performance to see if tutoring had an effect on the experimental group of students. As you can imagine, in a case like this, the researcher would not want to jeopardize the accomplishments of either group of students, so the setting would be somewhat artificial. The test would not be for a grade reflected on their permanent record of a student, for example.

And if a researcher told the students they would be observed as part of a study on measuring the effectiveness of tutoring, the students might not behave naturally. This is called the Hawthorne effect —which occurs when people change their behavior because they know they are being watched as part of a study. The Hawthorne effect is unavoidable in some research studies because sociologists have to make the purpose of the study known. Subjects must be aware that they are being observed, and a certain amount of artificiality may result (Sonnenfeld 1985).

A real-life example will help illustrate the process. In 1971, Frances Heussenstamm, a sociology professor at California State University at Los Angeles, had a theory about police prejudice. To test her theory, she conducted research. She chose fifteen students from three ethnic backgrounds: Black, White, and Hispanic. She chose students who routinely drove to and from campus along Los Angeles freeway routes, and who had had perfect driving records for longer than a year.

Next, she placed a Black Panther bumper sticker on each car. That sticker, a representation of a social value, was the independent variable. In the 1970s, the Black Panthers were a revolutionary group actively fighting racism. Heussenstamm asked the students to follow their normal driving patterns. She wanted to see whether seeming support for the Black Panthers would change how these good drivers were treated by the police patrolling the highways. The dependent variable would be the number of traffic stops/citations.

The first arrest, for an incorrect lane change, was made two hours after the experiment began. One participant was pulled over three times in three days. He quit the study. After seventeen days, the fifteen drivers had collected a total of thirty-three traffic citations. The research was halted. The funding to pay traffic fines had run out, and so had the enthusiasm of the participants (Heussenstamm, 1971).

Secondary Data Analysis

While sociologists often engage in original research studies, they also contribute knowledge to the discipline through secondary data analysis . Secondary data does not result from firsthand research collected from primary sources, but are the already completed work of other researchers or data collected by an agency or organization. Sociologists might study works written by historians, economists, teachers, or early sociologists. They might search through periodicals, newspapers, or magazines, or organizational data from any period in history.

Using available information not only saves time and money but can also add depth to a study. Sociologists often interpret findings in a new way, a way that was not part of an author’s original purpose or intention. To study how women were encouraged to act and behave in the 1960s, for example, a researcher might watch movies, televisions shows, and situation comedies from that period. Or to research changes in behavior and attitudes due to the emergence of television in the late 1950s and early 1960s, a sociologist would rely on new interpretations of secondary data. Decades from now, researchers will most likely conduct similar studies on the advent of mobile phones, the Internet, or social media.

Social scientists also learn by analyzing the research of a variety of agencies. Governmental departments and global groups, like the U.S. Bureau of Labor Statistics or the World Health Organization (WHO), publish studies with findings that are useful to sociologists. A public statistic like the foreclosure rate might be useful for studying the effects of a recession. A racial demographic profile might be compared with data on education funding to examine the resources accessible by different groups.

One of the advantages of secondary data like old movies or WHO statistics is that it is nonreactive research (or unobtrusive research), meaning that it does not involve direct contact with subjects and will not alter or influence people’s behaviors. Unlike studies requiring direct contact with people, using previously published data does not require entering a population and the investment and risks inherent in that research process.

Using available data does have its challenges. Public records are not always easy to access. A researcher will need to do some legwork to track them down and gain access to records. To guide the search through a vast library of materials and avoid wasting time reading unrelated sources, sociologists employ content analysis , applying a systematic approach to record and value information gleaned from secondary data as they relate to the study at hand.

Also, in some cases, there is no way to verify the accuracy of existing data. It is easy to count how many drunk drivers, for example, are pulled over by the police. But how many are not? While it’s possible to discover the percentage of teenage students who drop out of high school, it might be more challenging to determine the number who return to school or get their GED later.

Another problem arises when data are unavailable in the exact form needed or do not survey the topic from the precise angle the researcher seeks. For example, the average salaries paid to professors at a public school is public record. But these figures do not necessarily reveal how long it took each professor to reach the salary range, what their educational backgrounds are, or how long they’ve been teaching.

When conducting content analysis, it is important to consider the date of publication of an existing source and to take into account attitudes and common cultural ideals that may have influenced the research. For example, when Robert S. Lynd and Helen Merrell Lynd gathered research in the 1920s, attitudes and cultural norms were vastly different then than they are now. Beliefs about gender roles, race, education, and work have changed significantly since then. At the time, the study’s purpose was to reveal insights about small U.S. communities. Today, it is an illustration of 1920s attitudes and values.

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What Is Social Science?

Understanding social science, branches of social science, social science in schools, the bottom line, social science: what it is and the 5 major branches.

Daniel Liberto is a journalist with over 10 years of experience working with publications such as the Financial Times, The Independent, and Investors Chronicle.

Erika Rasure is globally-recognized as a leading consumer economics subject matter expert, researcher, and educator. She is a financial therapist and transformational coach, with a special interest in helping women learn how to invest.

Investopedia / Mira Norian

Social science is the study of how people interact with one another. The branches of social science include anthropology, economics, political science, psychology, and sociology.

Social scientists study how societies work, exploring everything from the triggers of economic growth and the causes of unemployment to what makes people happy. Their findings inform public policies, education programs, urban design, marketing strategies, and many other endeavors.

Key Takeaways

• Social science is a group of academic disciplines that focus on how individuals behave within society.
• It attempts to explain how society works, exploring everything from the triggers of economic growth and causes of unemployment to what makes people happy.
• Social science is a relatively new field of scientific study that rose to prominence in the 20th century.
• Typical careers in social science include working as an advertiser, economist, psychologist, teacher, manager, and social worker.
• Social scientists generally rely more heavily on interpretation and qualitative research methodologies.

Social science as a field of study is separate from the natural sciences, which cover topics such as physics, biology, and chemistry. Social science examines the relationships between individuals and societies as well as the development and operation of societies, rather than studying the physical world. These academic disciplines rely more heavily on interpretation and qualitative research methodologies.

Some say there are seven social sciences, while others claim there are four, five, six, or something else. Opinions vary on what should be included, yet most pundits agree that the following five fields fall into this category:

Anthropology

• Political science
• Social psychology

History is also sometimes regarded as a branch of social science, although many historians often consider the subject to share closer links to the humanities. Both humanities and social science study human beings. What separates them is the technique applied: Humanities are viewed as more philosophical and less scientific.

Law, too, has some ties to social science, as does geography.

There are many fields within social science. The five main ones are anthropology, economics, political science, psychology, and sociology, although some people also include history, criminology, and geography in this conversation.

In the United States, early education in social science begins in elementary school and progresses throughout middle and high school, with an emphasis on aspects of core social sciences such as economics and political science. At the collegiate level, more specialized disciplines are offered.

Nowadays, colleges and universities offer numerous social science programs. For example, the University of California, Berkeley has 15 academic departments categorized as social sciences. They are:

• African American studies
• Cognitive science
• Ethnic studies
• Gender and women’s studies
• Global studies
• Linguistics
• Political economy

Master’s degree and Ph.D. programs at colleges and universities offer further opportunities for deeper specialization.

Social Science Careers

Typical careers in social science include working as an advertiser, psychologist, teacher, lawyer, manager, social worker, and economist .

The subject matter of social science—human behavior, relationships, attitudes, and how these things have changed over time—is useful information for any successful business to possess. The concepts of social science, such as demography, political science, and sociology, are frequently applied in many different business contexts. For example, advertising and marketing professionals often use theories of human behavior from these fields to more efficiently market their products to consumers.

Naturally, the social studies field of economics is key to the business sector. Many industries use economic analysis and quantitative methods to study and forecast business, sales, and other market trends. In fact, economists are some of the most sought-after workers in the U.S., especially behavioral economists , who use psychology to analyze and predict the economic decision-making processes of individuals and institutions.

According to the U.S. Bureau of Labor Statistics (BLS) , the projected change in employment for economists from 2021 to 2031 is 6%, about the same as the average 8% projection for all occupations. Social workers, too, are expected to reach a similar level of demand, with the BLS predicting employment in this particular field to grow by 9% from 2021 to 2031.

Economists and social workers are among the most sought-after employees in the U.S., according to the BLS.

Social Science Wages

The BLS also reports that those with a social science degree generally command higher salaries than their peers with other types of degrees but it can depend heavily on the field of employment they enter into.

According to BLS research, the median wage for a social worker was $55,350 in May 2022 while the median pay for an economist was $113,940 at that time. The median wage for those with a social science degree overall was $68,000 a year earlier in 2021, almost $13,000 more than that of a social worker a year later.

History of Social Science

The origins of social science can be traced back to the ancient Greeks. The lives they led, as well as their early studies into human nature, the state, and mortality, helped to shape Western civilization.

Social science as an academic field of study developed out of the Age of Enlightenment (or the Age of Reason), which flourished through much of the 18 th century in Europe. Adam Smith , Voltaire, Jean-Jacques Rousseau, Denis Diderot, Immanuel Kant, and David Hume were among the major intellectuals at the time who laid the foundations for the study of social science in the Western world.

Individuals began to take a more disciplined approach to quantifying their observations of society. Over time, similar aspects of society, such as linguistics and psychology, were separated into unique fields of study. Here’s more on the five key branches.

Anthropology, the study of the origin and development of human societies and cultures, has been a focal point for centuries but it really got off the ground and gained importance during the Age of Enlightenment. During that period, there was a big focus on advancing society and knowledge, and the key to achieving that goal was understanding human behavior.

The history of economic thought goes back all the way to ancient Greek philosophers such as Plato, Aristotle, and Xenophon. Their works laid the foundation of nearly all social science, economics included. As travel became easier in the 15th to 18th centuries, and more nations were able to partake in international trade, the economic system of mercantilism grew. The economic actions of many nations were suddenly motivated by the belief that a country should maximize exports and minimize imports.

This predominating school of thought was challenged by writers such as Smith, commonly known as the father of modern economics. Smith’s ideas, along with those of Rousseau and John Locke , promoted the idea of a self-regulating economy and introduced the concept of what is known today as classical economics . Smith’s book The Wealth of Nations is still studied today and admired by many politicians.

Two other important economists who have shaped the way we think of the subject today are Karl Marx and John Maynard Keynes . Marx famously challenged capitalism as an appropriate economic model by placing an emphasis on the labor theory of value . While Marx’s ideas are by no means widely endorsed by most of today’s politicians, his critique of capitalism has had a huge impact on many thinkers.

The Keynesian school of economics , meanwhile, is very popular among today’s economists. Keynesian economics is considered a demand-side macroeconomic theory that focuses on changes in the economy over the short run and was the first to separate the study of economic behavior and markets based on individual incentives from the study of broad national economic aggregate variables and constructs.

Political Science

The origins of political science can be traced back to ancient Greece. Back then, the philosopher Plato wrote various dialogues about politics, justice, and what constitutes good government.

Plato’s early contributions would gradually take on a more scientific approach, led by thinkers including Aristotle, Thomas Hobbes, Marx, and Max Weber. Centuries of research into politics helped to boost democracy and assist politicians in making popular policy choices and get voted into power.

Psychology is one of the fastest growing fields of social science. It began as a medical field of study in the late 1800s and grew popular in the Western world throughout the 20th century, thanks in part to the work of Sigmund Freud.

According to the U.S. Centers for Disease Control and Prevention (CDC), 20.3% of adults had received some form of mental health treatment in 2020. Although many still use psychiatric medicine to treat their mental health issues, more people in recent years are seeking alternative treatments, such as mindfulness and yoga in addition to traditional talk therapy.

Neuroscience, drug treatments, and a growing variety of approaches to psychotherapy are adding to the options for psychological treatment. Research on animal learning, social psychology, and economic psychology are other branches of the field.

Sociology as a science developed in Europe in the mid-1800s, a period of rapid social change. Political revolutions and the Industrial Revolution drastically altered how many people live—and not always for the better—prompting early sociologists to wonder how to maintain stability when everything is shifting so fast.

The first sociology course in the U.S. was taught at Yale University by 1875. In the years that followed, other colleges followed suit and the subject arrived in high schools in 1911.

What Are the 5 Major Branches of Social Science?

The five major branches of social science are anthropology, economics, political science, psychology, and sociology. Some people also consider history, law, and geography to be core social sciences.

Why Is Social Science Important?

The social sciences are important because they help people understand how to analyze not only their own behavior but also the behavior and motivations of their peers. The social sciences also give us a better understanding of how to create more inclusive and effective institutions.

How Do You Become a Social Scientist?

Typically, the path to obtaining a career in the social sciences begins by getting a four-year university degree in one of the social science subjects. If you’re interested in pursuing a career in social work or psychology, these careers often require additional schooling, certificates, and licenses.

Which Jobs Can You Get With a Social Science Degree?

A degree in the social sciences can help land you a job as an economist, psychologist, or survey researcher, as well as open up opportunities in sectors such as law, government, and academia.

Social science helps us to gain knowledge of our peers and the society in which we live. Human behavior is important, and having a decent grasp of it should, in theory, lead to greater efficiency and quality of life for everyone.

University of South Florida, Digital Commons. “ Social Science Research: Principles, Methods, and Practices ,” Pages 10-11.

University of South Florida, Digital Commons. “ Social Science Research: Principles, Methods, and Practices ,” Page 14.

University of California, Berkeley, College of Letters & Science. “ Social Sciences Division .”

U.S. Bureau of Labor Statistics. “ Occupational Outlook Handbook: Economists: Job Outlook .”

U.S. Bureau of Labor Statistics. “ Occupational Outlook Handbook: Social Workers: Job Outlook .”

U.S. Bureau of Labor Statistics. " Economists ."

U.S. Bureau of Labor Statistics. " Social Workers ."

U.S. Bureau of Labor Statistics. “ Occupational Outlook Handbook: Field of Degree: Social Science .”

Lynn McDonald, via Google Books. “ The Early Origins of the Social Sciences ,” Chapter 2. McGill-Queen’s University Press, 1993.

Encyclopædia Britannica. “ Social Science .”

Thomas Hylland Eriksen and Finn Sivert Nielsen, via Google Books. “ A History of Anthropology ,” Pages 11–19. Pluto Press, 2013.

International Monetary Fund. “ What Is Keynesian Economics? ”

Washington State University, Open Text WSU. “ History of Psychology .”

U.S. Centers for Disease Control and Prevention. “ Mental Health Treatment Among Adults: United States, 2020 .”

OpenStax. “ Introduction to Sociology 3e: 1.2 The History of Sociology .”

Yale University. “ Welcome to the Yale Sociology Department .”

Michael DeCesare, via JSTOR. “ The High School Sociology Teacher .” Teaching Sociology, vol. 33, no. 4, October 2005, pp. 345–354.

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Veteran OF and Longtime Defensive Standout Elects Free Agency

After being designated for assignment by the Chicago White Sox last week, longtime outfielder Kevin Pillar has elected free agency.

• Author: brady farkas

In this story:

After being designated for assignment by the Chicago White Sox over the weekend, veteran outfielder Kevin Pillar has officially elected free agency.

Per Vinnie Duber of ALLCHGO.com on social media:

Sox inform that the recently DFA’d Kevin Pillar cleared waivers and elected free agency instead of accepting an outright assignment to Triple-A Charlotte.

Sox inform that the recently DFA’d Kevin Pillar cleared waivers and elected free agency instead of accepting an outright assignment to Triple-A Charlotte. — Vinnie Duber (@VinnieDuber) April 29, 2024

Given that Pillar is 35-years-old and a 12-year veteran, it makes sense why he didn't want to go to the minor leagues. Now, he'll wait for another opportunity. He could be a fit for a roster in need of a late-game defensive specialist or a pinch runner.

Over the 12 years in his career, Pillar has played with the Toronto Blue Jays, San Francisco Giants, Boston Red Sox, Coloardo Rockies, New York Mets, Los Angeles Dodgers, Atlanta Braves and White Sox. He is most notable for his seven-year tenure with the Jays in which he was one of the top defensive outfielders in the league. He started 140 games or more in four consecutive years for Toronto and was part of two ALCS teams North of the Border (2015-2016).

Lifetime, Pillar is a .257 hitter with 107 homers. He's also close to multiple career milestones as he is 17 hits shy of 1,000 and two stolen bases shy of 100.

Off to a slow start this year, he was hitting just .160 for the White Sox with a homer and four RBI. He had a career-high 21 homers back in 2019. He also had 88 RBI that year and received MVP votes.

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Social media and mental health: Warning signs your friend might not be fine

Psychologist, Clinical Assistant Professor Ohio State Wexner Medical Center

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Maybe your friend who usually posts on social media about everything in their life has dropped off lately.

Or their typical witty posts have turned into rants.

Even without seeing or hearing their voice, you might get the sense that something is amiss.

What your friends post or how often they post can be a window into how they’re feeling and, sometimes, a plea for help.

Here are some signs on social media to watch for:

1 angry or hopeless images or messages.

Everyone has moments of frustration and grief , but if most posts take on a pessimistic tone, that could be cause for concern.

2 Posting at odd hours, such as in the middle of the night

Sending messages at 2, 3, 4 in the morning might mean your friend isn’t sleeping much or is sleeping at odd hours. Erratic sleep can create mental health problems or make many conditions much worse.

3 A sudden flurry of posts or dropping off

Either way could be problematic. Sometimes people choose to take a break from the stress of the online world. However, their absence may also mean that your friend is suddenly isolating, not wanting to connect with people. On the other hand, posting constantly could indicate that your friend is in a manic phase, if they have bipolar disorder . They feel compelled to post again and again.

4 Posting while intoxicated

If past drinking escapades and future drinking plans dominate your friend’s posts, they may not even realize how much they’re dwelling on drinking and how much of a problem it’s become.

5 Impractical offers

“Let’s fly to Portugal next week” might sound appealing but could be completely out of character for your typically cautious, over-thinking friend.

What to do if you’re worried about your friend’s social media activity

If you suspect something might be off, what do you do? That depends. If your friend is directly or indirectly referring to hurting themselves or making vague references to suicide  — something like, “If anything happens to me, I want you to know I care about you” — call or text them. You could respond: “Hey, I saw your post and it made me worry about you. Is everything OK?”

If they don’t respond, leave a message and let them know that if you don’t hear back from them, you’re going to be doing a wellness check or contact a spouse, roommate or parents, to make sure they’re OK.

If they get back to you and say they’re fine, you can let them know why you were concerned and extend the offer that they can reach out to you in the future if they want to talk.

Setting boundaries with friends who are struggling

Know that you don’t have to be anyone’s therapist. That’s not your responsibility. Sometimes when a friend struggles, you might feel obligated to save them. In doing so, you could risk your own wellbeing. Keeping your phone on all night in case they might call you limits your own peace of mind and sleep.

If you want, you can help guide your friend to a therapist . Or you could let them know that, if they’re really distressed, they can call 988 for the Suicide & Crisis Lifeline to immediately connect with a counselor for emotional support.

That just might be the first step in helping them unravel what’s going on and find ways to cope.

Help for mental health conditions

Ohio State offers personalized, compassionate care for your mental health concerns.

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College of Social Science

In sparty’s boots: connor williams.

April 27, 2024 - Dmytro Shynkaruk

A College of Social Science grad has a secret to reveal.

As Connor Williams appears on the stage of the Breslin Center, the crowd goes wild. “He is wearing the boots! He is Sparty!”, echoes throughout the hall. 

For decades, members of the Sparty Mascot Program have been proudly wearing shiny green boots at commencement. It is a sacred tradition to honor the dedication, volunteerism and sacrifice of the students who served the university and community. 

Now Connor, a College of Social Science grad, can share his experience as the World's Greatest Mascot. 

How did you become interested in portraying Sparty? 

I’ve been a Michigan State fan my entire life. When I arrived on campus in my sophomore year, my mom, who is also a Spartan, sent me a link to a tryout. I mean, what could be cooler than being Sparty? 

What does Sparty mean to you?

Being Sparty not only means representing my university but also spreading joy and bringing light into people’s lives when they face dark times. 

What is your favorite memory or event in your time as Sparty? 

Sweet 16, last year at Madison Square Garden! That was my first time in New York and it was very surreal. I could not believe I was on the stage, representing MSU and cheering on our basketball team. I was super excited and a little nervous. And I was starstruck when I saw Carmelo Anthony in the backrooms. 

Who was the coolest person you met as Sparty?

Former players like Draymond Green, Max Christie, Bryn Forbes and other current and former athletes. Also, hanging out with MSU Presidents Woodruff and Guskiewicz was cool. 

What are the perks of being Sparty, except for meeting celebrities? 

You get the greatest seat in the house for all athletic events ( laughing ). You are always there in the action, seeing what's happening. It brings electricity, especially at basketball games, when you have the student section behind you. When we hit a big three or a big dunk happens, you turn around and get hyped with the student section. 

How did you manage to balance your studies with your role as Sparty?  

A part of the college experience is learning how to manage your time. I was able to compartmentalize a lot of aspects of my life. Whenever you do something as Sparty, it feels like a good study break where you have fun for a certain amount of time. When you get back to your homework, you are in good mental shape. You have to make time for the fun things in college and this was definitely one of them. 

Did you train hard for one-hand push-ups? 

I was keeping myself fit. I run every now and then and play soccer. But when you do Sparty a lot, you get conditioned to it, which also keeps you in shape. 

What will you miss most about portraying the World's Greatest Mascot? 

I will miss the scene, all the students on campus and everyone just being so excited to see Sparty. People get super happy when they see him, it brightens up their day. Sparty makes them laugh, shows them a good time on campus. I will definitely miss interacting with Spartans! 

How did you manage to keep your identity secret? 

That was one of the most challenging parts. When I suddenly could not hang out with my friends or show up at celebrations, they would get suspicious. But I was able to make up a wide plethora of excuses to get them off my back. However, it was not that simple ( smiling ). 

Who did you have to lie about being Sparty and how would they react when they found out?

I had to lie to my family and friends the most. When we had a football game, I could not join them for tailgates because of my responsibilities as Sparty. They were like: “It’s Saturday in East Lansing, why aren’t you tailgating with us”? I think they will be really excited. They will finally understand that I was not just blowing them off. I know a lot of diehard Spartan fans who love Sparty and love MSU, so I'm really looking forward to the reveal and seeing their reactions. 

How will your experience of being Sparty help you in your future life and career? 

It has made me a lot more outgoing than I was. You really need to be that sort of person to portray Sparty because he interacts with everybody. Also, doing the run out in the stadium where 75 thousand people are watching you requires confidence. This has really helped me in life. 

What is your message to the Spartans worldwide? 

Thank you for letting me represent MSU! We are an awesome university that has a lot of love and we are a big community - not many colleges have that. You go to any city in the world and hear - Go Green! Go White! I just want to say thank you to all Spartans for that. 

The original story was published to the MSU Alumni Office site here.

Social change may explain decline in genetic diversity of the Y chromosome at the end of the Neolithic period

The emergence in the Neolithic of patrilineal 1 social systems, in which children are affiliated with their father's lineage, may explain a spectacular decline in the genetic diversity of the Y chromosome 2 observed worldwide between 3,000 and 5,000 years ago. In a study to be published on 24 April in Nature Communications , a team of scientists from the CNRS, MNHN and Université Paris Cité 3 suggest that these patrilineal organisations had a greater impact on the Y chromosome than mortality during conflict.

This conclusion was reached after analysing twenty years of anthropological field data -- from contemporary non-warlike patrilineal groups, particularly from the scientists' own fieldwork carried out in Asia -- and modelling various socio-demographic scenarios. The team compared warrior and non-warrior scenarios and showed that two processes play a major role in genetic diversity: the splitting of clans into several sub-clans and differences in social status that lead to the expansion of certain lineages to the detriment of others.

This study calls into question the previously proposed theory that violent clashes, supposedly due to competition between different clans, in which many men died, were at the origin of the loss of genetic diversity of the Y chromosome. The results of this study also provide new hypotheses on human social organisation in the Neolithic and Bronze Age.

• In these systems, children are affiliated with their father's lineage. Women marry men from different groups andmove to live with their husbands.
• The chromosome responsible for male sexual characteristics.
• From the laboratoire d'Eco-anthropologie (CNRS/Muséum national d'Histoire naturelle/Université Paris Cité).
• Down Syndrome
• Epigenetics
• Children's Health
• Origin of Life
• Anthropology
• Human genome
• Neandertal interaction with Cro-Magnons
• Homo (genus)
• Neanderthal
• Homo heidelbergensis

Story Source:

Materials provided by CNRS . Note: Content may be edited for style and length.

Journal Reference :

• Léa Guyon, Jérémy Guez, Bruno Toupance, Evelyne Heyer, Raphaëlle Chaix. Patrilineal segmentary systems provide a peaceful explanation for the post-Neolithic Y-chromosome bottleneck . Nature Communications , 2024; 15 (1) DOI: 10.1038/s41467-024-47618-5

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Reflective writing is a process of identifying, questioning, and critically evaluating course-based learning opportunities, integrated with your own observations, experiences, impressions, beliefs, assumptions, or biases, and which describes how this process stimulated new or creative understanding about the content of the course.

A reflective paper describes and explains in an introspective, first person narrative, your reactions and feelings about either a specific element of the class [e.g., a required reading; a film shown in class] or more generally how you experienced learning throughout the course. Reflective writing assignments can be in the form of a single paper, essays, portfolios, journals, diaries, or blogs. In some cases, your professor may include a reflective writing assignment as a way to obtain student feedback that helps improve the course, either in the moment or for when the class is taught again.

How to Write a Reflection Paper . Academic Skills, Trent University; Writing a Reflection Paper . Writing Center, Lewis University; Critical Reflection . Writing and Communication Centre, University of Waterloo; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8.

Benefits of Reflective Writing Assignments

As the term implies, a reflective paper involves looking inward at oneself in contemplating and bringing meaning to the relationship between course content and the acquisition of new knowledge . Educational research [Bolton, 2010; Ryan, 2011; Tsingos-Lucas et al., 2017] demonstrates that assigning reflective writing tasks enhances learning because it challenges students to confront their own assumptions, biases, and belief systems around what is being taught in class and, in so doing, stimulate student’s decisions, actions, attitudes, and understanding about themselves as learners and in relation to having mastery over their learning. Reflection assignments are also an opportunity to write in a first person narrative about elements of the course, such as the required readings, separate from the exegetic and analytical prose of academic research papers.

Reflection writing often serves multiple purposes simultaneously. In no particular order, here are some of reasons why professors assign reflection papers:

• Enhances learning from previous knowledge and experience in order to improve future decision-making and reasoning in practice . Reflective writing in the applied social sciences enhances decision-making skills and academic performance in ways that can inform professional practice. The act of reflective writing creates self-awareness and understanding of others. This is particularly important in clinical and service-oriented professional settings.
• Allows students to make sense of classroom content and overall learning experiences in relation to oneself, others, and the conditions that shaped the content and classroom experiences . Reflective writing places you within the course content in ways that can deepen your understanding of the material. Because reflective thinking can help reveal hidden biases, it can help you critically interrogate moments when you do not like or agree with discussions, readings, or other aspects of the course.
• Increases awareness of one’s cognitive abilities and the evidence for these attributes . Reflective writing can break down personal doubts about yourself as a learner and highlight specific abilities that may have been hidden or suppressed due to prior assumptions about the strength of your academic abilities [e.g., reading comprehension; problem-solving skills]. Reflective writing, therefore, can have a positive affective [i.e., emotional] impact on your sense of self-worth.
• Applying theoretical knowledge and frameworks to real experiences . Reflective writing can help build a bridge of relevancy between theoretical knowledge and the real world. In so doing, this form of writing can lead to a better understanding of underlying theories and their analytical properties applied to professional practice.
• Reveals shortcomings that the reader will identify . Evidence suggests that reflective writing can uncover your own shortcomings as a learner, thereby, creating opportunities to anticipate the responses of your professor may have about the quality of your coursework. This can be particularly productive if the reflective paper is written before final submission of an assignment.
• Helps students identify their tacit [a.k.a., implicit] knowledge and possible gaps in that knowledge . Tacit knowledge refers to ways of knowing rooted in lived experience, insight, and intuition rather than formal, codified, categorical, or explicit knowledge. In so doing, reflective writing can stimulate students to question their beliefs about a research problem or an element of the course content beyond positivist modes of understanding and representation.
• Encourages students to actively monitor their learning processes over a period of time . On-going reflective writing in journals or blogs, for example, can help you maintain or adapt learning strategies in other contexts. The regular, purposeful act of reflection can facilitate continuous deep thinking about the course content as it evolves and changes throughout the term. This, in turn, can increase your overall confidence as a learner.
• Relates a student’s personal experience to a wider perspective . Reflection papers can help you see the big picture associated with the content of a course by forcing you to think about the connections between scholarly content and your lived experiences outside of school. It can provide a macro-level understanding of one’s own experiences in relation to the specifics of what is being taught.
• If reflective writing is shared, students can exchange stories about their learning experiences, thereby, creating an opportunity to reevaluate their original assumptions or perspectives . In most cases, reflective writing is only viewed by your professor in order to ensure candid feedback from students. However, occasionally, reflective writing is shared and openly discussed in class. During these discussions, new or different perspectives and alternative approaches to solving problems can be generated that would otherwise be hidden. Sharing student's reflections can also reveal collective patterns of thought and emotions about a particular element of the course.

Bolton, Gillie. Reflective Practice: Writing and Professional Development . London: Sage, 2010; Chang, Bo. "Reflection in Learning." Online Learning 23 (2019), 95-110; Cavilla, Derek. "The Effects of Student Reflection on Academic Performance and Motivation." Sage Open 7 (July-September 2017): 1–13; Culbert, Patrick. “Better Teaching? You Can Write On It “ Liberal Education (February 2022); McCabe, Gavin and Tobias Thejll-Madsen. The Reflection Toolkit . University of Edinburgh; The Purpose of Reflection . Introductory Composition at Purdue University; Practice-based and Reflective Learning . Study Advice Study Guides, University of Reading; Ryan, Mary. "Improving Reflective Writing in Higher Education: A Social Semiotic Perspective." Teaching in Higher Education 16 (2011): 99-111; Tsingos-Lucas et al. "Using Reflective Writing as a Predictor of Academic Success in Different Assessment Formats." American Journal of Pharmaceutical Education 81 (2017): Article 8; What Benefits Might Reflective Writing Have for My Students? Writing Across the Curriculum Clearinghouse; Rykkje, Linda. "The Tacit Care Knowledge in Reflective Writing: A Practical Wisdom." International Practice Development Journal 7 (September 2017): Article 5; Using Reflective Writing to Deepen Student Learning . Center for Writing, University of Minnesota.

How to Approach Writing a Reflection Paper

Thinking About Reflective Thinking

Educational theorists have developed numerous models of reflective thinking that your professor may use to frame a reflective writing assignment. These models can help you systematically interpret your learning experiences, thereby ensuring that you ask the right questions and have a clear understanding of what should be covered. A model can also represent the overall structure of a reflective paper. Each model establishes a different approach to reflection and will require you to think about your writing differently. If you are unclear how to fit your writing within a particular reflective model, seek clarification from your professor. There are generally two types of reflective writing assignments, each approached in slightly different ways.

1.  Reflective Thinking about Course Readings

This type of reflective writing focuses on thoughtfully thinking about the course readings that underpin how most students acquire new knowledge and understanding about the subject of a course. Reflecting on course readings is often assigned in freshmen-level, interdisciplinary courses where the required readings examine topics viewed from multiple perspectives and, as such, provide different ways of analyzing a topic, issue, event, or phenomenon. The purpose of reflective thinking about course readings in the social and behavioral sciences is to elicit your opinions, beliefs, and feelings about the research and its significance. This type of writing can provide an opportunity to break down key assumptions you may have and, in so doing, reveal potential biases in how you interpret the scholarship.

If you are assigned to reflect on course readings, consider the following methods of analysis as prompts that can help you get started :

• Examine carefully the main introductory elements of the reading, including the purpose of the study, the theoretical framework being used to test assumptions, and the research questions being addressed. Think about what ideas stood out to you. Why did they? Were these ideas new to you or familiar in some way based on your own lived experiences or prior knowledge?
• Develop your ideas around the readings by asking yourself, what do I know about this topic? Where does my existing knowledge about this topic come from? What are the observations or experiences in my life that influence my understanding of the topic? Do I agree or disagree with the main arguments, recommended course of actions, or conclusions made by the author(s)? Why do I feel this way and what is the basis of these feelings?
• Make connections between the text and your own beliefs, opinions, or feelings by considering questions like, how do the readings reinforce my existing ideas or assumptions? How the readings challenge these ideas or assumptions? How does this text help me to better understand this topic or research in ways that motivate me to learn more about this area of study?

2.  Reflective Thinking about Course Experiences

This type of reflective writing asks you to critically reflect on locating yourself at the conceptual intersection of theory and practice. The purpose of experiential reflection is to evaluate theories or disciplinary-based analytical models based on your introspective assessment of the relationship between hypothetical thinking and practical reality; it offers a way to consider how your own knowledge and skills fit within professional practice. This type of writing also provides an opportunity to evaluate your decisions and actions, as well as how you managed your subsequent successes and failures, within a specific theoretical framework. As a result, abstract concepts can crystallize and become more relevant to you when considered within your own experiences. This can help you formulate plans for self-improvement as you learn.

If you are assigned to reflect on your experiences, consider the following questions as prompts to help you get started :

• Contextualize your reflection in relation to the overarching purpose of the course by asking yourself, what did you hope to learn from this course? What were the learning objectives for the course and how did I fit within each of them? How did these goals relate to the main themes or concepts of the course?
• Analyze how you experienced the course by asking yourself, what did I learn from this experience? What did I learn about myself? About working in this area of research and study? About how the course relates to my place in society? What assumptions about the course were supported or refuted?
• Think introspectively about the ways you experienced learning during the course by asking yourself, did your learning experiences align with the goals or concepts of the course? Why or why do you not feel this way? What was successful and why do you believe this? What would you do differently and why is this important? How will you prepare for a future experience in this area of study?

NOTE: If you are assigned to write a journal or other type of on-going reflection exercise, a helpful approach is to reflect on your reflections by re-reading what you have already written. In other words, review your previous entries as a way to contextualize your feelings, opinions, or beliefs regarding your overall learning experiences. Over time, this can also help reveal hidden patterns or themes related to how you processed your learning experiences. Consider concluding your reflective journal with a summary of how you felt about your learning experiences at critical junctures throughout the course, then use these to write about how you grew as a student learner and how the act of reflecting helped you gain new understanding about the subject of the course and its content.

ANOTHER NOTE: Regardless of whether you write a reflection paper or a journal, do not focus your writing on the past. The act of reflection is intended to think introspectively about previous learning experiences. However, reflective thinking should document the ways in which you progressed in obtaining new insights and understandings about your growth as a learner that can be carried forward in subsequent coursework or in future professional practice. Your writing should reflect a furtherance of increasing personal autonomy and confidence gained from understanding more about yourself as a learner.

Structure and Writing Style

There are no strict academic rules for writing a reflective paper. Reflective writing may be assigned in any class taught in the social and behavioral sciences and, therefore, requirements for the assignment can vary depending on disciplinary-based models of inquiry and learning. The organization of content can also depend on what your professor wants you to write about or based on the type of reflective model used to frame the writing assignment. Despite these possible variations, below is a basic approach to organizing and writing a good reflective paper, followed by a list of problems to avoid.

Pre-flection

In most cases, it's helpful to begin by thinking about your learning experiences and outline what you want to focus on before you begin to write the paper. This can help you organize your thoughts around what was most important to you and what experiences [good or bad] had the most impact on your learning. As described by the University of Waterloo Writing and Communication Centre, preparing to write a reflective paper involves a process of self-analysis that can help organize your thoughts around significant moments of in-class knowledge discovery.

• Using a thesis statement as a guide, note what experiences or course content stood out to you , then place these within the context of your observations, reactions, feelings, and opinions. This will help you develop a rough outline of key moments during the course that reflect your growth as a learner. To identify these moments, pose these questions to yourself: What happened? What was my reaction? What were my expectations and how were they different from what transpired? What did I learn?
• Critically think about your learning experiences and the course content . This will help you develop a deeper, more nuanced understanding about why these moments were significant or relevant to you. Use the ideas you formulated during the first stage of reflecting to help you think through these moments from both an academic and personal perspective. From an academic perspective, contemplate how the experience enhanced your understanding of a concept, theory, or skill. Ask yourself, did the experience confirm my previous understanding or challenge it in some way. As a result, did this highlight strengths or gaps in your current knowledge? From a personal perspective, think introspectively about why these experiences mattered, if previous expectations or assumptions were confirmed or refuted, and if this surprised, confused, or unnerved you in some way.
• Analyze how these experiences and your reactions to them will shape your future thinking and behavior . Reflection implies looking back, but the most important act of reflective writing is considering how beliefs, assumptions, opinions, and feelings were transformed in ways that better prepare you as a learner in the future. Note how this reflective analysis can lead to actions you will take as a result of your experiences, what you will do differently, and how you will apply what you learned in other courses or in professional practice.

Basic Structure and Writing Style

Reflective Background and Context

The first part of your reflection paper should briefly provide background and context in relation to the content or experiences that stood out to you. Highlight the settings, summarize the key readings, or narrate the experiences in relation to the course objectives. Provide background that sets the stage for your reflection. You do not need to go into great detail, but you should provide enough information for the reader to understand what sources of learning you are writing about [e.g., course readings, field experience, guest lecture, class discussions] and why they were important. This section should end with an explanatory thesis statement that expresses the central ideas of your paper and what you want the readers to know, believe, or understand after they finish reading your paper.

Reflective Interpretation

Drawing from your reflective analysis, this is where you can be personal, critical, and creative in expressing how you felt about the course content and learning experiences and how they influenced or altered your feelings, beliefs, assumptions, or biases about the subject of the course. This section is also where you explore the meaning of these experiences in the context of the course and how you gained an awareness of the connections between these moments and your own prior knowledge.

Guided by your thesis statement, a helpful approach is to interpret your learning throughout the course with a series of specific examples drawn from the course content and your learning experiences. These examples should be arranged in sequential order that illustrate your growth as a learner. Reflecting on each example can be done by: 1)  introducing a theme or moment that was meaningful to you, 2) describing your previous position about the learning moment and what you thought about it, 3) explaining how your perspective was challenged and/or changed and why, and 4) introspectively stating your current or new feelings, opinions, or beliefs about that experience in class.

It is important to include specific examples drawn from the course and placed within the context of your assumptions, thoughts, opinions, and feelings. A reflective narrative without specific examples does not provide an effective way for the reader to understand the relationship between the course content and how you grew as a learner.

Reflective Conclusions

The conclusion of your reflective paper should provide a summary of your thoughts, feelings, or opinions regarding what you learned about yourself as a result of taking the course. Here are several ways you can frame your conclusions based on the examples you interpreted and reflected on what they meant to you. Each example would need to be tied to the basic theme [thesis statement] of your reflective background section.

• Your reflective conclusions can be described in relation to any expectations you had before taking the class [e.g., “I expected the readings to not be relevant to my own experiences growing up in a rural community, but the research actually helped me see that the challenges of developing my identity as a child of immigrants was not that unusual...”].
• Your reflective conclusions can explain how what you learned about yourself will change your actions in the future [e.g., “During a discussion in class about the challenges of helping homeless people, I realized that many of these people hate living on the street but lack the ability to see a way out. This made me realize that I wanted to take more classes in psychology...”].
• Your reflective conclusions can describe major insights you experienced a critical junctures during the course and how these moments enhanced how you see yourself as a student learner [e.g., "The guest speaker from the Head Start program made me realize why I wanted to pursue a career in elementary education..."].
• Your reflective conclusions can reconfigure or reframe how you will approach professional practice and your understanding of your future career aspirations [e.g.,, "The course changed my perceptions about seeking a career in business finance because it made me realize I want to be more engaged in customer service..."]
• Your reflective conclusions can explore any learning you derived from the act of reflecting itself [e.g., “Reflecting on the course readings that described how minority students perceive campus activities helped me identify my own biases about the benefits of those activities in acclimating to campus life...”].

NOTE: The length of a reflective paper in the social sciences is usually less than a traditional research paper. However, don’t assume that writing a reflective paper is easier than writing a research paper. A well-conceived critical reflection paper often requires as much time and effort as a research paper because you must purposeful engage in thinking about your learning in ways that you may not be comfortable with or used to. This is particular true while preparing to write because reflective papers are not as structured as a traditional research paper and, therefore, you have to think deliberately about how you want to organize the paper and what elements of the course you want to reflect upon.

ANOTHER NOTE: Do not limit yourself to using only text in reflecting on your learning. If you believe it would be helpful, consider using creative modes of thought or expression such as, illustrations, photographs, or material objects that reflects an experience related to the subject of the course that was important to you [e.g., like a ticket stub to a renowned speaker on campus]. Whatever non-textual element you include, be sure to describe the object's relevance to your personal relationship to the course content.

Problems to Avoid

A reflective paper is not a “mind dump” . Reflective papers document your personal and emotional experiences and, therefore, they do not conform to rigid structures, or schema, to organize information. However, the paper should not be a disjointed, stream-of-consciousness narrative. Reflective papers are still academic pieces of writing that require organized thought, that use academic language and tone , and that apply intellectually-driven critical thinking to the course content and your learning experiences and their significance.

A reflective paper is not a research paper . If you are asked to reflect on a course reading, the reflection will obviously include some description of the research. However, the goal of reflective writing is not to present extraneous ideas to the reader or to "educate" them about the course. The goal is to share a story about your relationship with the learning objectives of the course. Therefore, unlike research papers, you are expected to write from a first person point of view which includes an introspective examination of your own opinions, feelings, and personal assumptions.

A reflection paper is not a book review . Descriptions of the course readings using your own words is not a reflective paper. Reflective writing should focus on how you understood the implications of and were challenged by the course in relation to your own lived experiences or personal assumptions, combined with explanations of how you grew as a student learner based on this internal dialogue. Remember that you are the central object of the paper, not the research materials.

A reflective paper is not an all-inclusive meditation. Do not try to cover everything. The scope of your paper should be well-defined and limited to your specific opinions, feelings, and beliefs about what you determine to be the most significant content of the course and in relation to the learning that took place. Reflections should be detailed enough to covey what you think is important, but your thoughts should be expressed concisely and coherently [as is true for any academic writing assignment].

Critical Reflection . Writing and Communication Centre, University of Waterloo; Critical Reflection: Journals, Opinions, & Reactions . University Writing Center, Texas A&M University; Connor-Greene, Patricia A. “Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning.” Teaching of Psychology 27 (2000): 44-46; Good vs. Bad Reflection Papers , Franklin University; Dyment, Janet E. and Timothy S. O’Connell. "The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors." Innovative Higher Education 35 (2010): 233-244: How to Write a Reflection Paper . Academic Skills, Trent University; Amelia TaraJane House. Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas; Ramlal, Alana, and Désirée S. Augustin. “Engaging Students in Reflective Writing: An Action Research Project.” Educational Action Research 28 (2020): 518-533; Writing a Reflection Paper . Writing Center, Lewis University; McGuire, Lisa, Kathy Lay, and Jon Peters. “Pedagogy of Reflective Writing in Professional Education.” Journal of the Scholarship of Teaching and Learning (2009): 93-107; Critical Reflection . Writing and Communication Centre, University of Waterloo; How Do I Write Reflectively? Academic Skills Toolkit, University of New South Wales Sydney; Reflective Writing . Skills@Library. University of Leeds; Walling, Anne, Johanna Shapiro, and Terry Ast. “What Makes a Good Reflective Paper?” Family Medicine 45 (2013): 7-12; Williams, Kate, Mary Woolliams, and Jane Spiro. Reflective Writing . 2nd edition. London: Red Globe Press, 2020; Yeh, Hui-Chin, Shih-hsien Yang, Jo Shan Fu, and Yen-Chen Shih. “Developing College Students’ Critical Thinking through Reflective Writing.” Higher Education Research and Development (2022): 1-16.

Writing Tip

Focus on Reflecting, Not on Describing

Minimal time and effort should be spent describing the course content you are asked to reflect upon. The purpose of a reflection assignment is to introspectively contemplate your reactions to and feeling about an element of the course. D eflecting the focus away from your own feelings by concentrating on describing the course content can happen particularly if "talking about yourself" [i.e., reflecting] makes you uncomfortable or it is intimidating. However, the intent of reflective writing is to overcome these inhibitions so as to maximize the benefits of introspectively assessing your learning experiences. Keep in mind that, if it is relevant, your feelings of discomfort could be a part of how you critically reflect on any challenges you had during the course [e.g., you realize this discomfort inhibited your willingness to ask questions during class, it fed into your propensity to procrastinate, or it made it difficult participating in groups].

Writing a Reflection Paper . Writing Center, Lewis University; Reflection Paper . Cordia Harrington Center for Excellence, University of Arkansas.

Another Writing Tip

Helpful Videos about Reflective Writing

These two short videos succinctly describe how to approach a reflective writing assignment. They are produced by the Academic Skills department at the University of Melbourne and the Skills Team of the University of Hull, respectively.

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Deepest blue hole in the world discovered, with hidden caves and tunnels believed to be inside

Scientists have yet to reach the bottom of the Taam Ja' Blue Hole in Mexico's Chetumal Bay, which new measurements hint could be connected to a labyrinth of submarine caves and tunnels.

Mexico's Taam Ja' Blue Hole is the deepest known underwater sinkhole in the world, researchers have discovered — and they haven't even reached the bottom yet. 

New measurements indicate the Taam Ja' Blue Hole (TJBH), which sits in Chetumal Bay off the southeast coast of the Yucatan Peninsula, extends at least 1,380 feet (420 meters) below sea level. 

That's 480 feet (146 m) deeper than scientists initially documented when they first discovered the blue hole in 2021, and 390 feet (119 m) deeper than the previous record holder — the 990-foot-deep (301 m) Sansha Yongle Blue Hole, also known as the Dragon Hole, in the South China Sea. 

"On December 6, 2023, a scuba diving expedition was conducted to identify the environmental conditions prevailing at the TJBH," researchers wrote in a study published Monday (April 29) in the journal Frontiers in Marine Science . During the expedition, the researchers took measurements with a conductivity, temperature and depth (CTD) profiler — a device with a set of probes that read and transmit water properties to the surface in real time via a cable. The data revealed that the Taam Ja' blue hole is "the world's deepest known blue hole, with its bottom still not reached," the researchers wrote in the study. 

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The profiler also highlighted different layers of water within the blue hole, including a layer below 1,312 feet (400 m) where the temperature and salinity conditions resembled those of the Caribbean Sea and nearby coastal reef lagoons. This suggests the TJBH may be connected to the ocean via a hidden network of tunnels and caves, according to the study.

Blue holes are water-filled vertical caverns, or sinkholes , found in coastal regions where the bedrock is made of soluble material, such as limestone, marble or gypsum. They form when water on the surface percolates through the rock, dissolving minerals and widening cracks, which eventually causes the rock to collapse. Famous examples include Dean's Blue Hole in the Bahamas, the Dahab Blue Hole in Egypt and the Great Blue Hole in Belize. 

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Initial measurements of the TJBH were taken using an echo sounder — an instrument that sends sound waves down to the bottom of the water and measures the speed they come back to calculate distance. However, there are limitations to echo sounding techniques in blue holes due to fluctuations in water density and the unpredictable shape of each hole, which may not be perfectly vertical.

"Confirmation of the maximum depth was not possible due to instrument limitations during the scientific expeditions in 2021," the researchers wrote in the study.

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The CTD instrument used for the recent work did not find the bottom of the blue hole either, as it could only operate down to depths of 1,640 feet (500 m). Scientists lowered the profiler down to that depth, but the cable it was attached to may have drifted on underwater currents or bumped into a ledge that stopped the device in its tracks 1,380 feet down, according to the study.

Next, the scientists plan to"decipher TJBH's "maximum depth and the possibilities of forming part of an underwater intricate and potentially interconnected system of caves and tunnels," the researchers wrote.

"Within the depths of TJBH could also lie a biodiversity to be explored," they added.

Sascha is a U.K.-based trainee staff writer at Live Science. She holds a bachelor’s degree in biology from the University of Southampton in England and a master’s degree in science communication from Imperial College London. Her work has appeared in The Guardian and the health website Zoe. Besides writing, she enjoys playing tennis, bread-making and browsing second-hand shops for hidden gems.

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Opinion: Does social media rewire kids’ brains? Here’s what the science really says

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America’s young people face a mental health crisis, and adults constantly debate how much to blame phones and social media. A new round of conversation has been spurred by Jonathan Haidt’s book “The Anxious Generation,” which contends that rising mental health issues in children and adolescents are the result of social media replacing key experiences during formative years of brain development.

The book has been criticized by academics , and rightfully so. Haidt’s argument is based largely on research showing that adolescent mental health has declined since 2010, coinciding roughly with mass adoption of the smartphone. But of course, correlation is not causation. The research we have to date suggests that the effects of phones and social media on adolescent mental health are probably much more nuanced.

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That complex picture is less likely to get attention than Haidt’s claims because it doesn’t play as much into parental fears. After all, seeing kids absorbed in their phones, and hearing that their brains are being “rewired,” calls to mind an alien world-domination plot straight from a sci-fi film.

And that’s part of the problem with the “rewiring the brain” narrative of screen time. It reflects a larger trope in public discussion that wields brain science as a scare tactic without yielding much real insight.

First, let’s consider what the research has shown so far . Meta-analyses of the links between mental health and social media give inconclusive or relatively minor results. The largest U.S. study on childhood brain development to date did not find significant relationships between the development of brain function and digital media use . This month, an American Psychological Assn. health advisory reported that the current state of research shows “ using social media is not inherently beneficial or harmful to young people” and that its effects depend on “pre-existing strengths or vulnerabilities, and the contexts in which they grow up.”

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So why the insistence from Haidt and others that smartphones dangerously rewire the brain? It stems from misunderstandings of research that I have encountered frequently as a neuroscientist studying emotional development, behavioral addictions and people’s reactions to media.

Imaging studies in neuroscience typically compare some feature of the brain between two groups: one that does not do a specific behavior (or does it less frequently) and one that does the behavior more frequently. When we find a relationship, all it means is either that the behavior influences something about the functioning of this brain feature, or something about this feature influences whether we engage in the behavior.

In other words, an association between increased brain activity and using social media could mean that social media activates the identified pathways, or people who already have increased activity in those pathways tend to be drawn to social media, or both.

Fearmongering happens when the mere association between an activity such as social media use and a brain pathway is taken as a sign of something harmful on its own. Functional and structural research on the brain cannot give enough information to objectively identify increases or decreases in neural activity, or in a brain region’s thickness, as “good” or “bad.” There is no default healthy status quo that everybody’s brains are measured against, and doing nearly any activity involves many parts of the brain.

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“The Anxious Generation” neglects these subtleties when, for example, it discusses a brain system known as the default mode network. This system decreases in activity when we engage with spirituality, meditation and related endeavors, and Haidt uses this fact to claim that social media is “not healthy for any of us” because studies suggest that it by contrast increases activity in the same network.

But the default mode network is just a set of brain regions that tend to be involved in internally focused thinking, such as contemplating your past or making a moral judgment, versus externally focused thinking such as playing chess or driving an unfamiliar route. Its increased activity does not automatically mean something unhealthy.

This type of brain-related scare tactic is not new. A common version, which is also deployed for smartphones , involves pathways in the brain linked to drug addiction, including areas that respond to dopamine and opioids. The trope says that any activity associated with such pathways is addictive, like drugs, whether it’s Oreos , cheese , God , credit card purchases , sun tanning or looking at a pretty face . These things do involve neural pathways related to motivated behavior — but that does not mean they damage our brains or should be equated with drugs.

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Adolescence is a time when the brain is particularly plastic, or prone to change. But change doesn’t have to be bad. We should take advantage of plasticity to help teach kids healthy ways to self-manage their own use of, and feelings surrounding, smartphones.

Do I expect future findings on the adolescent brain to immediately quell parents’ fears on this issue? Of course not — and the point is that they shouldn’t. Brain imaging data is a fascinating way to explore interactions between psychology, neuroscience and social factors. It’s just not a tool for declaring behaviors to be pathological. Feel free to question whether social media is good for kids — but don’t misuse neuroscience to do so.

Anthony Vaccaro is a postdoctoral research associate at the University of Southern California’s Psychology department.

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Title: automated social science: language models as scientist and subjects.

Abstract: We present an approach for automatically generating and testing, in silico, social scientific hypotheses. This automation is made possible by recent advances in large language models (LLM), but the key feature of the approach is the use of structural causal models. Structural causal models provide a language to state hypotheses, a blueprint for constructing LLM-based agents, an experimental design, and a plan for data analysis. The fitted structural causal model becomes an object available for prediction or the planning of follow-on experiments. We demonstrate the approach with several scenarios: a negotiation, a bail hearing, a job interview, and an auction. In each case, causal relationships are both proposed and tested by the system, finding evidence for some and not others. We provide evidence that the insights from these simulations of social interactions are not available to the LLM purely through direct elicitation. When given its proposed structural causal model for each scenario, the LLM is good at predicting the signs of estimated effects, but it cannot reliably predict the magnitudes of those estimates. In the auction experiment, the in silico simulation results closely match the predictions of auction theory, but elicited predictions of the clearing prices from the LLM are inaccurate. However, the LLM's predictions are dramatically improved if the model can condition on the fitted structural causal model. In short, the LLM knows more than it can (immediately) tell.

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