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Russel-Research-Method-in-Anthropology

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Sampl<strong>in</strong>g 155<br />

off base <strong>in</strong> our th<strong>in</strong>k<strong>in</strong>g. Separat<strong>in</strong>g the population <strong>in</strong>to gender strata might<br />

just be creat<strong>in</strong>g unnecessary work. Worse, it might <strong>in</strong>troduce unknown error.<br />

If your guess about age and gender be<strong>in</strong>g related to desired number of children<br />

is wrong, then us<strong>in</strong>g table 6.1 to create a sampl<strong>in</strong>g design will just make it<br />

harder for you to discover your error.<br />

Here are the rules on stratification: (1) If differences on a dependent variable<br />

are large across strata like age, sex, ethnic group, and so on, then stratify<strong>in</strong>g<br />

a sample is a great idea. (2) If differences are small, then stratify<strong>in</strong>g just<br />

adds unnecessary work. (3) If you are uncerta<strong>in</strong> about the <strong>in</strong>dependent variables<br />

that could be at work <strong>in</strong> affect<strong>in</strong>g your dependent variable, then leave<br />

well enough alone and don’t stratify the sample. You can always stratify the<br />

data you collect and test various stratification schemes <strong>in</strong> the analysis <strong>in</strong>stead<br />

of <strong>in</strong> the sampl<strong>in</strong>g.<br />

Disproportionate Sampl<strong>in</strong>g<br />

Disproportionate stratified random sampl<strong>in</strong>g is appropriate whenever an<br />

important subpopulation is likely to be underrepresented <strong>in</strong> a simple random<br />

sample or <strong>in</strong> a stratified random sample. Suppose you are do<strong>in</strong>g a study of<br />

factors affect<strong>in</strong>g grade-po<strong>in</strong>t averages among college students. You suspect<br />

that the <strong>in</strong>dependent variable called ‘‘race’’ has some effect on the dependent<br />

variable.<br />

Suppose further that 5% of the student population is African American and<br />

that you have time and money to <strong>in</strong>terview 400 students out of a population<br />

of 8,000. If you took 10,000 samples of 400 each from the population (replac<strong>in</strong>g<br />

the 400 each time, of course), then the average number of African Americans<br />

<strong>in</strong> all the samples would approach 20—that is, 5% of the sample.<br />

But you are go<strong>in</strong>g to take one sample of 400. It might conta<strong>in</strong> exactly 20<br />

(5%) African Americans; on the other hand, it might conta<strong>in</strong> just 5 (1.25%)<br />

African Americans. To ensure that you have enough data on African American<br />

students and on white students, you put the African Americans and the Whites<br />

<strong>in</strong>to separate strata and draw two random samples of 200 each. The African<br />

Americans are disproportionately sampled by a factor of 10 (200 <strong>in</strong>stead of<br />

the expected 20).<br />

Native Americans comprise just 8/10 of 1% of the population of the United<br />

States. If you take a thousand samples of 1,000 Americans at random, you<br />

expect to run <strong>in</strong>to about eight Native Americans, on average, across all the<br />

samples. (Some samples will have no Native Americans, and some may have<br />

20, but, on average, you’ll get about eight.) Without disproportionate sampl<strong>in</strong>g,<br />

Native Americans would be underrepresented <strong>in</strong> any national survey <strong>in</strong><br />

the United States. When Sugarman et al. (1994) ran the National Maternal and

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