Researching Students & Parents (AQA A Level Sociology): Revision Note
Exam code: 7192
Issues in researching students
Sociologists often investigate how pupils influence or experience education
Sociologists typically use questionnaires, interviews or observations to research students
Practical issues
Access is relatively easy
Pupils are legally required to attend school, making them accessible and concentrated in one place (unless they are persistently truant or excluded)
Access usually requires approval from gatekeepers, such as headteachers
Schools provide ready-made sampling frames, e.g., registers sorted by age, gender, ability, ethnicity, or eligibility for free school meals
Safeguarding requirements
Researchers typically need a DBS check if working closely or one-to-one with students
Time constraints
Research must fit around the school day, holidays, and exam periods
Studies involving children can be time-consuming and costly
Understanding and communication
Younger children may struggle with abstract language or sensitive topics
Questionnaire/interview wording must match the age and cognitive ability of participants
Student behaviour
Some pupils may give dishonest or exaggerated answers to impress their peers
Pupils in anti-school subcultures may refuse to cooperate or may disrupt research activities
Peer influence
In group settings, pupils may conform, give socially desirable answers, or be influenced by dominant peers
Ethical issues
Vulnerability
Children are a protected group, requiring additional safeguarding
Those with special educational needs (SEN) or at risk may find it harder to access
Informed consent
Must be obtained from both the child and their parent/guardian if under 16
Young children may not fully grasp the nature or purpose of the research
Confidentiality
Children may not fully understand its limits
Researchers are legally obligated to report any evidence of harm or abuse
Harm
Discussing sensitive topics (e.g., bullying, racism) could cause emotional distress
Research must avoid psychological harm and not interfere with educational progress
Theoretical issues
Validity
Children may struggle to express their views clearly, especially in formal interviews or questionnaires
Peer pressure and the Hawthorne effect reduce the accuracy of data
In group interviews, dominant pupils may distort responses, but some pupils may feel safer and more open in group settings
Children may see the researcher as a teacher figure, limiting openness
Interpretivist concerns
Power imbalances between adults and children can distort meanings
Researchers may misinterpret children's views or shape responses unintentionally
Representativeness
Some groups (e.g., truants, SEN pupils) may be harder to access, limiting the generalisability of findings
Issues in researching parents
Sociologists study parents to understand how home background and parenting influence students’ achievement, subject choice, and educational involvement
Research methods usually include questionnaires or interviews, as observing parents directly (e.g., at home) is often impractical
However, parent–teacher events (like open days or parents' evenings) may offer limited opportunities for observation
Practical issues
Access challenges
Unlike teachers or students, parents are not concentrated in one place
Access often depends on schools distributing contact information, which may be incomplete or outdated
Researchers may send questionnaires home via students, but this relies on the school’s cooperation
Sampling bias
Schools may selectively share contacts for parents who are more engaged or supportive
This can result in an unrepresentative sample, favouring middle-class or pro-school parents
Parents from working-class backgrounds may be under-represented due to a lack of trust or interest
Questionnaire response rates
Response rates can be low, especially if schools do not follow up
Some parents may ignore questionnaires they perceive as judgmental or critical
Others (e.g., PTA members) may be overly enthusiastic, skewing results
Ethical issues
Informed consent and privacy
Parents must freely consent and understand how their family data will be used
Some may only agree to participate if they believe it benefits their child
Sensitivity and potential harm
Questions about family discipline, values, or home life can feel intrusive, particularly for those already under scrutiny
Researchers must avoid causing embarrassment or distress
Confidentiality
Data protection laws prevent schools from sharing names and addresses with researchers
Ensuring that personal responses remain anonymous is vital to protect participant trust
Theoretical issues
Validity
Parents may present themselves in an overly positive light to avoid judgement
E.g., exaggerating how often they help with homework or read to their child
This social desirability bias reduces the truthfulness and depth of the data
Representativeness
Participation is often self-selecting, meaning results reflect only the views of parents who choose to take part
If only ‘helpful’ or pro-school parents respond, the findings won't reflect the wider parent population
Class and cultural capital
Parents’ social background may influence how they interpret, understand, or respond to research questions
E.g., middle-class parents may be more familiar with the language or expectations of school-based research
You've read 0 of your 5 free revision notes this week
Unlock more, it's free!
Did this page help you?