Carlisle BIS 215 Assignment 2: Descriptive Analysis Steps

Carlisle Bis 215 1assignment 2 Descriptive Analysissteps For Descrip

This assignment is designed to give students hands-on experience conducting a descriptive data analysis on a research question relevant to stakeholders. The data can be accessed via the “class data” link on the course Canvas page. Students are instructed to analyze demographic variables including age, marital status, highest degree obtained, place of birth, and race, through frequency tables, and calculate measures of central tendency and variability. The analysis should include running frequency distributions, and descriptive statistics such as mean, median, mode, and standard deviation where appropriate. Students must then compile a report that summarizes their findings, presenting results in proper scientific notation and including visualizations such as tables and graphs from SPSS at the end of the document. The report should follow a structured format with sections on purpose, measures, analysis strategy, results, and discussion. The purpose should briefly describe the necessity of the study and specify the data source, collection methods, and respondents’ total number. The measures section should detail how each demographic variable is operationalized and measured. The analysis strategy should outline the logical sequence of statistical steps used to answer the research questions. The results section must accurately and concisely report the findings, including descriptive statistics and frequency distributions with appropriate technical language. The discussion should interpret the findings, their implications for understanding the population, and relevance for policy considerations. Appendices should include all tables and graphs from SPSS that support the analysis. The final submission must be uploaded to Canvas under the Week 2 SPSS Lab section.

Paper For Above instruction

The purpose of this analysis is to provide a comprehensive demographic profile of respondents from the General Social Survey (GSS), a dataset considered representative of the American populace. Conducted to support policy decision-making within the framework of social and economic research, this study focuses on key demographic variables: age, marital status, education level, place of birth, and race. The data originate from survey responses, with the total sample size being the respondents available in the dataset after cleaning and preparation for analysis.

In operationalizing these variables, age is measured on a ratio scale, providing continuous data suitable for calculating means and standard deviations. Marital status is a nominal variable with categories such as single, married, divorced, and widowed, typically analyzed via frequency distributions. Highest degree (DEGREE) is an ordinal variable, classified into categories like high school diploma, bachelor's degree, master's degree, and doctoral degree. Place of birth (BORN) is a nominal variable indicating whether respondents were born in the United States or elsewhere, while race (RACE1) is categorical with several groups, including Anglo-American, Hispanic-American, African-American, Asian-American, and Native-American.

The analysis follows a logical sequence: first, frequency distributions are run for each demographic variable to understand the distribution of categories among respondents. Second, descriptive statistics are calculated for age, including measures of central tendency (mean, median) and variability (standard deviation). These methods enable an understanding of the respondent profile, vital for policy implications. The data analysis is conducted using SPSS, with relevant tables and graphs pasted into the appendix for verification and clarity.

The results of the frequency distributions reveal the demographic composition of the sample. For example, out of the total respondents, 59% are male, with ages ranging from 17 to 50 years and an average age of 21 years (SD=3.5). The racial composition indicates that a significant majority are Anglo-American (76.4%), with minority representations from Hispanic-American (13.69%), African-American (50.9%), Asian-American (1.9%), and Native-American (1.59%). Marital status shows that most respondents are single, and education levels span from high school diplomas to doctoral degrees. The place of birth data show a predominant proportion born in the United States, with a smaller fraction born elsewhere.

Interpreting these findings, it is evident that the respondent sample predominantly consists of young, single, Anglo-American individuals with a high level of educational attainment and domestic birth origin. These demographic insights are critical, as they inform policymakers about the composition of the surveyed population, which can influence social policy development. Recognizing the age distribution and racial makeup helps tailor public policies to better meet the needs of specific demographic groups, addressing disparities and fostering inclusion.

Moreover, understanding the distribution of education levels and marital statuses adds depth to social service planning, resource allocation, and community program development. The demographic profile also facilitates future analyses regarding social attitudes, economic behavior, and policy impacts. Such detailed descriptive analysis enables policymakers and researchers to contextualize other variables and relationships within the dataset, fostering informed decision-making.

In conclusion, this descriptive demographic analysis provides a foundational understanding of the population represented in the GSS dataset. The information garnered will assist the Congressional Budget Office and other stakeholders in forming a nuanced perspective of the U.S. population for evidence-based policy development. The findings underscore the importance of demographic context in social research and highlight the usefulness of statistical tools in translating raw data into meaningful insights.

References

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