Researching Students & Parents (AQA A Level Sociology): Revision Note

Exam code: 7192

Raj Bonsor

Last updated

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

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Raj Bonsor

Author: Raj Bonsor

Expertise: Psychology & Sociology Content Creator

Raj joined Save My Exams in 2024 as a Senior Content Creator for Psychology & Sociology. Prior to this, she spent fifteen years in the classroom, teaching hundreds of GCSE and A Level students. She has experience as Subject Leader for Psychology and Sociology, and her favourite topics to teach are research methods (especially inferential statistics!) and attachment. She has also successfully taught a number of Level 3 subjects, including criminology, health & social care, and citizenship.