B3846 - Lab. Advanced Quantitative Methods and Techniques for Social Research

Learning outcomes

The Laboratory introduces the basic knowledge required for data analysis using the statistical package Stata. At the end of the course, the student: (i) has gained a good level of familiarity with the program's interface; (ii) knows how to import databases and manages the main data file operations; (iii) is able to create and recode variables, and prepare the final dataset for statistical analyses; (iv) performs the main univariate and bivariate statistical analyses and correctly interprets the results of such analyses; (v) can independently acquire more in-depth skills in using Stata for multivariate statistical analysis

Course contents

The course provides theoretical, methodological, and technical tools for the critical analysis of social research conducted using quantitative methods. The instruction focuses on replicating the results of studies centered on segregation. Specifically, it addresses residential segregation based on ethno-racial lines (in relation to the phenomenon of "differential policing") and gender-based occupational segregation (in relation to occupational mobility).

The course will cover the following topics: closed economic relationships and social closure, segregation as a form of social closure, classification struggles and methodological approaches (anti-categorical, intra-categorical, inter-categorical), data structures (cross-section, pooled cross-section, panel), recoding of variables, linear regression for panel data, and logistic regression.

At the end of the course, students are expected to be able to understand:

• The selection of variables in relation to research questions and their operationalization

• The rationale behind the choice of data sources used

• The methods for recoding and reclassifying variables

• The functioning of techniques used for data analysis

• The interpretation of results in light of theoretical premises, methodological choices, and analysis techniques used

For students who do not have a solid grasp of research methodology in sociology, it is recommended to study in advance the book by P. Corbetta, G. Gasperoni, and M. Pisati, Statistica per la ricerca sociale, Bologna: Il Mulino, 2001 (chapters 1–3).

Readings/Bibliography

The Laboratory is based on the following reference text:

Huntington-Klein, N. (2022) The Effect: An Introduction to Research Design and Causality. 1st edition. Boca Raton London New York: Chapman and Hall/CRC. (The book is available for free online at https://theeffectbook.net/index.html).

Other texts will be discussed during the sessions. These include:

Bourdieu, P. (2019) Sociologia generale. La logica della ricerca sociale. Tradotto da G. Brindisi and G. Paolucci. Milano: Mimesis.(p. 83-105).

Mackert, J. (2025) On Social Closure: Theorizing Exclusion, Exploitation, and Elimination. Oxford, New York: Oxford University Press. (Introduction, Chapter 7, Chapter 8)

McCall, L. (2005) ‘The Complexity of Intersectionality’, Signs: Journal of Women in Culture and Society, 30(3), pp. 1771–1800.

Schenker, L., Sylvan, D., Arcand, J.-L. and Bhavnani, R. (2023) ‘Segregation and “Out-of-Placeness”: The Direct Effect of Neighborhood Racial Composition on Police Stops’, Political Research Quarterly, 76(4), pp. 1646–1660.

Torre, M. and Jacobs, J.A. (2021) ‘The Gender Mobility Paradox: Gender Segregation and Women’s Mobility Across Gender-Type Boundaries, 1970–2018’, Gender & Society, 35(6), pp. 853–883.

Weber, M. (1978) Economy and Society: An Outline of Interpretive Sociology. Edited by G. Roth and C. Wittich. Berkeley: University of California Pr. (p. 341-348; 926-939).

Teaching methods

The course is structured into three main phases. The first phase consists of lectures dedicated to introducing the theoretical, epistemological, and methodological frameworks necessary for critically engaging with quantitative research articles. This is followed by a second phase in which students will collectively present and discuss two selected scientific articles, with the goal of deepening their understanding of the theoretical choices, data used, analytical operations performed, and interpretation of the results. The final phase of the course is dedicated to practical classroom exercises, during which the main quantitative analyses presented in the two articles will be replicated using STATA software, with support from the instructor. STATA software (SE version) can be downloaded for free at https://www.unibo.it/secure/software-stata/ using your Unibo credentials.

Lesson 1: Social closure in Weberian sociology
Lesson 2: Methodological considerations: classification struggles and the use of categories
Lesson 3: Residential segregation as a form of social closure
Lesson 4: Residential segregation: presentation and discussion
Lesson 5: Linear regression for panel data
Lesson 6: Replication using STATA
Lesson 7: Occupational segregation as a form of social closure
Lesson 8: Occupational segregation: presentation and discussion
Lesson 9: Logistic regression
Lesson 10: Replication using STATA

The papers to be presented, discussed, and replicated in STATA are the following:

Schenker, L., Sylvan, D., Arcand, J.-L., and Bhavnani, R. (2023). “Segregation and ‘Out-of-Placeness’: The Direct Effect of Neighborhood Racial Composition on Police Stops,” Political Research Quarterly, 76(4), pp. 1646–1660. Available at: https://doi.org/10.1177/10659129231171516

Torre, M., and Jacobs, J.A. (2021). “The Gender Mobility Paradox: Gender Segregation and Women’s Mobility Across Gender-Type Boundaries, 1970–2018,” Gender & Society, 35(6), pp. 853–883. Available at: https://doi.org/10.1177/08912432211046328

Students will be divided into groups: one group will present the paper and the other will discuss it.

General aspects to emphasize

For presentations:

• Key topics and findings. What is the main topic or research question? What are the principal findings and conclusions?

• Research design. What theories or models are applied? Is the methodology consistent with the research questions in terms of data selection, variable operationalization, and chosen analysis techniques?

• Strengths and limitations. Are there methodological weaknesses or biases? Are the theoretical arguments well supported by empirical evidence?

For discussions:

• Critical reflection and debate. Do you agree or disagree with the author’s arguments? Why? Are there alternative explanations or different theories that could be applied?

• Theoretical connections. How do these arguments align with weberian concepts such as closed economic relationships and social closure?

Assessment methods

The awarding of a passing evaluation is contingent upon students’ attendance and active participation in the lessons. Students are expected to fully engage with the assigned readings and to take responsibility for the presentation and discussion of at least one paper during the course, according to the seminar schedule.

To obtain a record of the final result, it is neither necessary to register nor to show up for the examination appointments.

Teaching tools

STATA software and PowerPoint presentations will be available to students.

Office hours

See the website of Lorenzo Cattani