Towson University Sociology Gender and Political Orientation Research Paper

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Towson University

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MUST HAVE SPSS dataset knowledge and how to use it on your computer. Will provide you with the dataset you need to use. I will attach a series of documents that break up components of the paper that the professor created. With these documents the professor outlines how he wants each section of the paper to be formatted. Please follow his directions as he is very picky. I am only allowed a certain number of documents to upload on this website. Once we are in contact I can provide you with the rest of the documents through email or any form of communication you prefer. This research paper must be great as my graduation status depends on it. If you have any questions please feel free to ask. THIS PAPER REQUIRES ALOT OF WORK AND I DON'T HAVE MUCH TIME TO GIVE. I need you to not PROCRASTINATE. WILL TIP ALOT IF YOU CAN PULL THIS OFF. There's alot of components to this paper as it is IN DEPTH RESEARCH PAPER. I need you to be serious and proactive with this assignment. Please make sure you can complete it before you accept.

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*Do not include bold, bracketed information in research paper **Replace non-bold bracketed information with requested information [NEW PAGE] Discussion [Introduction:] The present study explores the relationship between gender, political orientation, and death penalty support. Utilizing a subset of the 2008 General Social Survey (GSS) I conducted a series of cross-tabulations to test three hypotheses. In the paragraphs below I will describe each of my hypotheses, my results, and whether or not my results supported or contradicted previous findings and/or theoretical explanation for the relationship between my variables of interest. [PUT ALL IN PARAGRAPH FORM AND DOUBLE SPACE] Gender differences in DPS (Hypothesis # 1) [ANSWER THE FOLLOWING QUESTIONS]: Current findings relative to prior research The first hypothesis tested in my paper is that [restate hypothesis 1]? What are the most important/most common findings from the literature review pertaining to the relationship between the independent variable and dependent variable (Include specific statistics and citations)? Do your findings from your test of hypothesis 1 support or contradict the most important/most common findings from the literature review (please include specific statistics and citations. Also, refer the specific tables that contain your findings [e.g. Table 2])? Theoretical explanations relevant to the findings What are the specific theoretical explanations for the relationship between the independent variable and the dependent variable (e.g. differential socialization and hormonal differences explaining gender differences in support for the death penalty)? Do your findings from your test of hypothesis 1 support or contradict the specific theoretical explanations for the relationship between the independent variable and the dependent variable? DPS variations by political orientation (Hypothesis #2) The second hypothesis tested in my paper is that [restate hypothesis 2]? What are the most important/most common findings from the literature review pertaining to the relationship between the control variable and dependent variable (Include specific statistics and citations)? Do your findings from your test of hypothesis 2 support or contradict the most important/most common findings from the literature review (please include specific statistics and citations. Also, refer the specific tables that contain your findings [e.g. Table 3])? Theoretical explanations relevant to the findings What are the specific theoretical explanations for the relationship between the control variable and the dependent variable? Do your findings from your test of hypothesis 2 support or contradict the specific theoretical explanations for the relationship between the control variable and the dependent variable? Gender differences in DPS among conservatives and non-conservatives (Hypothesis #3) The third hypothesis tested in my paper is that [restate hypothesis 3]? What are the most important/most common findings from the literature review pertaining to the relationship between the independent variable and dependent variable (Include specific statistics and citations)? Do your findings from your test of hypothesis 3 support or contradict the most important/most common findings from the literature review (please include specific statistics and citations. Also, refer the specific tables that contain your findings [e.g. Tables 3a and 3b])? Theoretical explanations relevant to the findings What are the specific theoretical explanations for the relationship between the independent variable and the dependent variable (e.g. differential socialization and hormonal differences explaining gender differences in support for the death penalty)? Do your findings from your test of hypothesis 3 support or contradict the specific theoretical explanations for the relationship between the independent variable and the dependent variable? [NEW PAGE] Conclusion [FILL IN CONTENT AS PER CLASS DISCUSSION.] [Weaknesses of the research] [Suggestion for future research] Part 1: Describing Your Data Research Methods and Procedures [PUT THE FOLLOWING IN PARAGRAPH FORM AND DOUBLE SPACE] Introduction : INCLUDE THE FOLLOWING: In this section of the paper, the method and data used to test the previously presented hypotheses are explained, the sample is described, and the data analysis procedures are outlined. Research design: ANSWER THE FOLLOWING QUESTIONS: What is the name of dataset you are using? What year was the dataset collected? Who collected the data used in this dataset? How long as these data been collected? What is the sample size used in this analysis? Is this a random sample? Is the sample representative of the entire population? How was the data collected? Variables and Measures: INCLUDE THE FOLLOWING: Sociodemographic Variables: Table 1 provides descriptive statistics for four sociodemographic variables in the 2008 GSS sample: Age, educational attainment, annual family income, and self-identified race. The age variable in the sample ranges from 18 years old to over 89 years old. The average age of respondents in the sample is approximately 47 years old. Educational attainment in the sample ranges from 0 years of education to 20 years of education. The average respondent in the sample has completed a little over 13 years of education, which indicates some college. The annual family income variable is based the family income from the year 2006, which is the the prior year in which the sample was taken. The annual family income variable contains categories ranging from 1-25, with 1 indicating less than $1,000 and 25 indicating $150,000 or more. The average annual family income category of the respondents is 16.86, which indicates between $30,000 and $34,999. The racial categories are made up of self-identified nonHispanic Whites, non-Hispanic blacks, and other race. 77.1% of the respondents in the sample self-identifies as non-Hispanic white. ANSWER THE FOLLOWING QUESTIONS: Independent Variable: What is the independent variable? Is the independent variable recoded (only indicate if it is recoded)? If the independent variable is recoded and is categorical, what are the original categories of the independent variable and what are the categories of the new variable? If the independent variable is recoded and is continuous what is the range of the original variable and what are the categories of the new variable? If the independent variable is categorical, what is the modal (largest) category of the independent variable? If the independent variable is continuous, what is the mean level of the independent variable? Control Variable: What is the control variable? Is the control variable recoded (only indicate if it is recoded)? If the control variable is recoded and is categorical, what are the original categories of the control variable and what are the categories of the new variable? If the control variable is recoded and is continuous what is the range of the original variable and what are the categories of the new variable? If the control variable is categorical, what is the modal (largest) category of the control variable? If the control variable is continuous, what is the mean level of the control variable? Dependent Variable: What is the dependent variable? Is the dependent variable recoded (only indicate if it is recoded)? If the dependent variable is recoded and is categorical, what are the original categories of the dependent variable and what are the categories of the new variable? If the dependent variable is recoded and is continuous what is the range of the original variable and what are the categories of the new variable? If the dependent variable is categorical, what is the modal (largest) category of the dependent variable? If the dependent variable is continuous, what is the mean level of the dependent variable? INCLUDE THE FOLLOWING: Table 1: Descriptive Statistics (N=2,023) Variable Sociodemographic Characteristics Age 47.71(17.35) 18-89 Educational Attainment 13.43(3.08) 0-20 Annual Family Income 16.86(5.75) 1-25 Race White Black Other 77.1% 13.9% 9% Independent Variable Sex Male Female 45.9% 54.1% Control Variable Political Views Conservative Non-Conservative 34.3% 65.7% Mean (Standard Deviation) or Valid %* Range** Dependent Variable Supports Capital Punishment? No 33.6% Yes 66.4% *Valid% is presented for categorical variables while mean and standard deviation presented for continuous variables. **Range of continuous variables Part 2: Describing Your Research Method Statistical procedures and recoding: ANSWER THE FOLLOWING QUESTIONS: What research method are you using? What statistic are you using to indicate the level of significance? What level of significance are you using to determine statistical significance? What is your measure of effect strength? What is the range of effect strength? What are the assumptions of the research method that you are using? CAPPUN Paper Grading Checklist Name: Date: The final grade for this paper is based on completing each requirement listed on the checklist. A section is “Well Written” if it 1) has no major spelling and grammar mistakes; 2) is written in formal language; and 3) fits the description described in the lectures. However, be mindful that the grading of research papers is somewhat subjective. A checkmark is placed in the blank beside each chapter requirement that has been completed. Each chapter requirement is worth 4 points. Overall Paper 1. Has ASA-Style Title Page. __________ 2. Has ASA-Style Margins. __________ 3. Is Double-Spaced. __________ 4. All Pages (Except the Title Page) Numbered. __________ 5. Contains at Least 4 References That Follow ASA Style. __________ Chapters Abstract 6. Well-Written Abstract. __________ Introduction 7. Well-Written Introduction. __________ Literature Review 8. Introduction of Literature Review Clearly Describes each Theme __________ 9. Well-Written Literature Review __________ 10. In-Text Citations in ASA Style. __________ 11. Contains at Least 3 References That Follow ASA Style. __________ Research Questions and Hypotheses 12. Includes Well-Written Research Question. __________ 13. Includes Well-Written Hypotheses. __________ 14. Includes Well-Written Rationales. __________ Research Methods and Procedures 15. Includes Well-Written Introduction. __________ 16. Includes Well-Written Research Design. __________ 17. Includes Well-Written Sample Characteristics. __________ 18. Includes Well-Written Statistical Procedures and Recoding. __________ 19. Paragraphs Clearly Describes Each Hypothesis. __________ 20. Paragraphs Clearly Describe Table. __________ 21. Paragraphs Clearly Describe Graph. __________ Results Discussion and Conclusion 22. Well-Written Discussion and Current Findings Connected to Previous Findings. __________ 23. Well-Written Discussion and Current Findings Connected to Theory. __________ 24. Well-Written Conclusion Includes at Least One Weakness of the Study. __________ 25. Well-Written Conclusion Includes at Least One Potential Area for Future Research. Final Score (Total Points): __________ Part 1: Describing Your Data Research Methods and Procedures [PUT THE FOLLOWING IN PARAGRAPH FORM AND DOUBLE SPACE] Introduction : INCLUDE THE FOLLOWING: In this section of the paper, the method and data used to test the previously presented hypotheses are explained, the sample is described, and the data analysis procedures are outlined. Research design: ANSWER THE FOLLOWING QUESTIONS: What is the name of dataset you are using? What year was the dataset collected? Who collected the data used in this dataset? How long as these data been collected? What is the sample size used in this analysis? Is this a random sample? Is the sample representative of the entire population? How was the data collected? Variables and Measures: INCLUDE THE FOLLOWING: Sociodemographic Variables: Table 1 provides descriptive statistics for four sociodemographic variables in the 2008 GSS sample: Age, educational attainment, annual family income, and self-identified race. The age variable in the sample ranges from 18 years old to over 89 years old. The average age of respondents in the sample is approximately 47 years old. Educational attainment in the sample ranges from 0 years of education to 20 years of education. The average respondent in the sample has completed a little over 13 years of education, which indicates some college. The annual family income variable is based the family income from the year 2006, which is the the prior year in which the sample was taken. The annual family income variable contains categories ranging from 1-25, with 1 indicating less than $1,000 and 25 indicating $150,000 or more. The average annual family income category of the respondents is 16.86, which indicates between $30,000 and $34,999. The racial categories are made up of self-identified nonHispanic Whites, non-Hispanic blacks, and other race. 77.1% of the respondents in the sample self-identifies as non-Hispanic white. ANSWER THE FOLLOWING QUESTIONS: Independent Variable: What is the independent variable? Is the independent variable recoded (only indicate if it is recoded)? If the independent variable is recoded and is categorical, what are the original categories of the independent variable and what are the categories of the new variable? If the independent variable is recoded and is continuous what is the range of the original variable and what are the categories of the new variable? If the independent variable is categorical, what is the modal (largest) category of the independent variable? If the independent variable is continuous, what is the mean level of the independent variable? Control Variable: What is the control variable? Is the control variable recoded (only indicate if it is recoded)? If the control variable is recoded and is categorical, what are the original categories of the control variable and what are the categories of the new variable? If the control variable is recoded and is continuous what is the range of the original variable and what are the categories of the new variable? If the control variable is categorical, what is the modal (largest) category of the control variable? If the control variable is continuous, what is the mean level of the control variable? Dependent Variable: What is the dependent variable? Is the dependent variable recoded (only indicate if it is recoded)? If the dependent variable is recoded and is categorical, what are the original categories of the dependent variable and what are the categories of the new variable? If the dependent variable is recoded and is continuous what is the range of the original variable and what are the categories of the new variable? If the dependent variable is categorical, what is the modal (largest) category of the dependent variable? If the dependent variable is continuous, what is the mean level of the dependent variable? INCLUDE THE FOLLOWING: Table 1: Descriptive Statistics (N=2,023) Variable Sociodemographic Characteristics Age 47.71(17.35) 18-89 Educational Attainment 13.43(3.08) 0-20 Annual Family Income 16.86(5.75) 1-25 Race White Black Other 77.1% 13.9% 9% Independent Variable Sex Male Female 45.9% 54.1% Control Variable Political Views Conservative Non-Conservative 34.3% 65.7% Mean (Standard Deviation) or Valid %* Range** Dependent Variable Supports Capital Punishment? No 33.6% Yes 66.4% *Valid% is presented for categorical variables while mean and standard deviation presented for continuous variables. **Range of continuous variables Part 2: Describing Your Research Method Statistical procedures and recoding: ANSWER THE FOLLOWING QUESTIONS: What research method are you using? What statistic are you using to indicate the level of significance? What level of significance are you using to determine statistical significance? What is your measure of effect strength? What is the range of effect strength? What are the assumptions of the research method that you are using? *Do not include bold, bracketed information in research paper **Replace non-bold bracketed information with requested information Results Hypothesis # 1 The first hypothesis tested in my paper is that [restate hypothesis 1]? Figure 1 appears to show [indicate if figure 1 appears to show a significant difference or no difference] between [category 1 of independent variable] and [category 2 of independent variable]. Table 2: Crosstabulation of support for capital punishment by sex , with column percentages reported. (N=1,902) Capital Punishment favor oppose total Respondent’s Sex Male Female 71.3% 62.1% 28.7% 37.9% 100.0% 100.0% Total 66.4% 33.6% 100.0% 2 Pearson X :p.
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Explanation & Answer

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Does Support for the Death Penalty Vary by Gender and Political Orientation?
[Name]
[Due Date]
Towson University
Department of Sociology, Anthropology and Criminal Justice
Sociology 300: Sociological Analysis
Instructor: Dr Jason A. Freeman, PhD.
Word Count:

1
Abstract
The research provided herein plans to answer the question as to whether gender and political
orientation influence support for the death penalty, often referred to as capital punishment.
Through the study, the researcher uses data from a secondary source, "GSS 2008." Data is then
analyzed through the SPSS software. The analysis included the derivation of cross-tabulation as a
research method and Chi-square to find the significance of the study. Results were discussed from
the research questions and hypothesis that were formulated through the study. It was found out
that there exists a relation between the three aspects as per the research question. The main
hypothesis for the study that stated that the percentage of male and female supporting capital
punishment is equal. Results from the study purport the hypothesis is contrary to the related
literature in the study that purported a variation in these percentages.

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Introduction
The research provided herein plans to answer the question as to whether gender and political
orientation influence support for the death penalty, often referred to as capital punishment. A death
penalty is a death sentence given by a jury to an offender after they have been convicted. Death
penalties were so common in the previous ages; however, in the current ages, nations seem to be
phasing out death penalties while replacing them with other sentences that sound more human.
Statistics by Allison (2019) at the Death Penalty Information Center indicate that the number of
death penalties in the United States has greatly reduced since 1999. The statistics recorded 295
death sentences; it's surprising though that the number reduced to 42 in 2018. It could be enough
to say that the wave is changing. Whichever the direction that is, it could be that people are
supporting other alternatives to death penalties.
Even though there are still disparities in different areas, one group of people would support death
penalties while others wouldn't. It would be essential to evaluate different aspects that would
influence an individual's ability to support death penalties. Such aspects would include the political
orientation and gender of the individual. Information and findings obtained herein would be
helpful in defining the relations between the aspects and the support to death penalties. More that,
literature in here would be helpful for academic institutions as well as future research on topics
related to this study.
Through the paper, the researcher reviews other literature related to the study; these include the
theories/ models and previous researches. Information obtained would be helpful to build on the
current study. Research questions for the study are then generated, and the hypothesis formulated
as well. The researcher goes ahead to defining the methodology used in the study. The
methodology includes the procedures used, after which the results are given from the procedure

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and the methods herein. The research ends with the discussion of the results giving conclusions on
the same.
Literature Review
Introduction
From related literature reviewed through the study, the researcher pointed out various themes
purported by the researchers in those studies. That includes how the death penalty law and policy
is affected by opinions from the public. Also, how support for the death penalty has progressed
over time, how death penalty correlates with characteristics of a population under which political
orientation and gender stand out as the two major socio-demographic features that influence
support for the death penalty. The literature reviewed also includes theories and models that
explain the variations in political orientation and gender in death penalty support.
How the death penalty law and policy is affected by opinions from the public
The Supreme Court in 1972, turned down claims that death penalty was unconstitutional as in
involved cruelty and was unusual, it was agreed that legalizing death penalty depended on its
contemporary standards and acceptability (Ellsworth, Phoebe and Samuel 1994). Until then the
court had maintained that position, even though various justices had failed to agree on opinion
polls as the source of information for contemporary standards. In the same year, 1972, the stand
was taken by the Supreme Court in Furman suggested; differently, it held that death sentences
were unconstitutional. Ellsworth et al. 1994 also suggest that if the public came out in numbers to
reject dea...


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