Cj511 Assignment 3
CRJ511: Applied Data Analysis
Session A, Spring 2017
Assignment 3
Article 1:
1a. In Table 1, the first chi-square test explores the relationship between gender and students who identify as lesbian, gay, bisexual, questioning (LGBQ) youth and straight-identified students who report being involved in same-sex sexual behavior (SSB) youth; race – Black, White, Hispanic, other; and age.
1b. The second chi-square test explores the relationship between gender and victimization (number of school days missed during the past month because feeling unsafe, rate of property stolen or damaged at school during the past year, frequency of being threatened or injured with a weapon at school, times in a physical fight at school, and rate injured in a physical …show more content…
fight that required medical treatment by a nurse or doctor) and negative outcomes (poor academic performance, substance use, suicidality) among LGBQ and SSB youth.
1c. The first chi-square test is defined as (4x3, 4x3, and 1x3).
1d. The second chi-square test is defined as (1x3, and 3x3).
1e. Analysis of the first chi-square test indicates a significant relationship between males that identify as homosexual (gay/bisexual) and questioning. Likewise, there is a significant relationship between females that identify as bisexual. Analysis of the t tests indicates that males are victimized more than females; however, both genders report poor academic performance, substance use, and suicidality equally.
2. This study does not examine the experiences of LGBQ and SSB youth in relation to straight, non-SSB youth. Accordingly, the sample uses specific data from 539 youth identified as LGBQ youth and straight-identified students who report SSB youth.
3. One major limitation of this study is the sampling does not include an analysis of the specific LGBQ population that may have not been available for the survey. Due to victimization, LGBQ students are likely to miss school. Therefore, the research would be improved by including respondents that no longer attend high school due to homelessness, drop outs, or those attending alternative schools.
Article 2:
1. The authors are trying to investigate the relation between personality traits and crime with respect to countries, genders, races, and methods. In addition, the analysis examines the predisposition of some people to commit crime.
2a. The strongest correlation value in Table 2 is .52 indicating a positive relationship between aggression and self-reported delinquency by males.
2b. The weakest correlation value in Table 2 is .00 indicating no relationship between achievement and self-reported delinquency by males.
2c.
The aggression, alienation, and social potency scales are consistently positively correlated with delinquency across both genders and both measures of delinquency. As an example of one positive relationship, as aggression increases, self-reported delinquency and informant-reported delinquency increases among males and females.
2d. The traditionalism, harm avoidance, and control scales are consistently negatively correlated with delinquency across both genders and both measures of delinquency. As an example of one negative relationship, as traditionalism increases, self-reported delinquency and informant-reported delinquency decreases among males and females.
3a. According to Table 2, the achievement scale is significant for females, but not for males. The value of correlation for males is .00 indicating no correlation and the value of correlation females is -.13, indicating a negative correlation.
3b. In Table 5, the constraint and negative emotionality higher-order personality factors consistently demonstrate significant correlations with the various measures of delinquency or crime for males and females.
3c. The same pattern of findings is observed in Table 7 and Table 5. Accordingly, there is a generalized correlation between delinquency measures and high-order personalities by sex in Table 5 and by race in Table
7.
Session A, Spring 2017
Assignment 3
Article 1:
1a. In Table 1, the first chi-square test explores the relationship between gender and students who identify as lesbian, gay, bisexual, questioning (LGBQ) youth and straight-identified students who report being involved in same-sex sexual behavior (SSB) youth; race – Black, White, Hispanic, other; and age.
1b. The second chi-square test explores the relationship between gender and victimization (number of school days missed during the past month because feeling unsafe, rate of property stolen or damaged at school during the past year, frequency of being threatened or injured with a weapon at school, times in a physical fight at school, and rate injured in a physical …show more content…
fight that required medical treatment by a nurse or doctor) and negative outcomes (poor academic performance, substance use, suicidality) among LGBQ and SSB youth.
1c. The first chi-square test is defined as (4x3, 4x3, and 1x3).
1d. The second chi-square test is defined as (1x3, and 3x3).
1e. Analysis of the first chi-square test indicates a significant relationship between males that identify as homosexual (gay/bisexual) and questioning. Likewise, there is a significant relationship between females that identify as bisexual. Analysis of the t tests indicates that males are victimized more than females; however, both genders report poor academic performance, substance use, and suicidality equally.
2. This study does not examine the experiences of LGBQ and SSB youth in relation to straight, non-SSB youth. Accordingly, the sample uses specific data from 539 youth identified as LGBQ youth and straight-identified students who report SSB youth.
3. One major limitation of this study is the sampling does not include an analysis of the specific LGBQ population that may have not been available for the survey. Due to victimization, LGBQ students are likely to miss school. Therefore, the research would be improved by including respondents that no longer attend high school due to homelessness, drop outs, or those attending alternative schools.
Article 2:
1. The authors are trying to investigate the relation between personality traits and crime with respect to countries, genders, races, and methods. In addition, the analysis examines the predisposition of some people to commit crime.
2a. The strongest correlation value in Table 2 is .52 indicating a positive relationship between aggression and self-reported delinquency by males.
2b. The weakest correlation value in Table 2 is .00 indicating no relationship between achievement and self-reported delinquency by males.
2c.
The aggression, alienation, and social potency scales are consistently positively correlated with delinquency across both genders and both measures of delinquency. As an example of one positive relationship, as aggression increases, self-reported delinquency and informant-reported delinquency increases among males and females.
2d. The traditionalism, harm avoidance, and control scales are consistently negatively correlated with delinquency across both genders and both measures of delinquency. As an example of one negative relationship, as traditionalism increases, self-reported delinquency and informant-reported delinquency decreases among males and females.
3a. According to Table 2, the achievement scale is significant for females, but not for males. The value of correlation for males is .00 indicating no correlation and the value of correlation females is -.13, indicating a negative correlation.
3b. In Table 5, the constraint and negative emotionality higher-order personality factors consistently demonstrate significant correlations with the various measures of delinquency or crime for males and females.
3c. The same pattern of findings is observed in Table 7 and Table 5. Accordingly, there is a generalized correlation between delinquency measures and high-order personalities by sex in Table 5 and by race in Table
7.