In Your Initial Post Address The Following Critique The Foll

In Your Initial Post Address The Followingcritique The Following Abs

In your initial post, address the following: Critique the following abstract based on the five elements of an abstract as covered by the text. What elements are present, and what elements are missing? “Across the world, people are required, or want, to work until an increasingly old age. But how might prospective employers view job applicants who have skills and qualities that they associate with older adults? This article draws on social role theory, age stereotypes and research on hiring biases, and reports three studies using age-diverse North American participants. These studies reveal that: (1) positive older age stereotype characteristics are viewed less favorably as criteria for job hire, (2) even when the job role is low-status, a younger stereotype profile tends to be preferred, and (3) an older stereotype profile is only considered hirable when the role is explicitly cast as subordinate to that of a candidate with a younger age profile. Implications for age-positive selection procedures and ways to reduce the impact of implicit age biases are discussed. (Abrams, Swift, & Drury, 2016, p. 105).”—Describe the elements that constitute a good qualitative purpose statement. —Describe the elements of a good quantitative purpose statement. —Discuss the rationale for using a mixed methods approach. —Explain how research questions and/or a hypothesis work in conjunction with the purpose statement.

Paper For Above instruction

The critique of the provided abstract requires an analysis based on the five essential elements of an abstract, which include the background or context, the purpose or objectives, the methods, the results, and the conclusions or implications. This structured evaluation will determine which components are adequately addressed and which are missing or underdeveloped within the abstract.

1. Background or Context

The abstract effectively sets the context by highlighting a societal issue: the increasing age of workers worldwide and the potential biases employers may hold regarding older job applicants. It references social role theory, age stereotypes, and hiring biases, establishing a theoretical foundation that underscores the relevance of the study. This background provides a clear frame of reference for understanding why the research is significant, aligning with the first element of a comprehensive abstract.

2. Purpose or Objectives

The purpose is articulated through the indication that the study investigates how stereotypes related to older adults influence hiring decisions, especially across different job roles and statuses. It aims to explore perceptions of older age stereotype characteristics and their impact on perceptions of hireability, particularly in contexts where roles are explicitly or implicitly subordinate. However, while the purpose is implied, it could benefit from a more explicit statement of the specific research aims or questions. The current formulation primarily describes what was studied rather than explicitly stating the research objectives or hypotheses.

3. Methods

The abstract briefly mentions that three studies were conducted with age-diverse North American participants, which suggests the use of empirical, possibly experimental or survey-based methodologies. Nevertheless, it lacks specific details regarding the research design, data collection methods, or analytical procedures, which are essential components of the methods element in an abstract. Without particular information on whether these were qualitative, quantitative, or mixed methods, the methods section remains somewhat vague.

4. Results

The abstract summarizes key findings, indicating that positive stereotypes about older adults are less favored in hiring and that younger stereotypes tend to be preferred, even in low-status roles. Additionally, it notes that older stereotypes are only considered hirable in subordinate roles. These results are clearly articulated, fulfilling the requirement of presenting empirical findings. However, the results are presented in a concise manner; more detailed statistical data or effect sizes would improve clarity but are typically omitted in abstracts due to length constraints.

5. Conclusions or Implications

The abstract concludes with implications for age-positive selection procedures and strategies to mitigate implicit age biases. This component demonstrates how findings can translate into practical applications, fulfilling the final element of an abstract. Nonetheless, a more explicit statement about the broader significance or future research directions would enhance this section.

Overall, the abstract covers most of the core elements but could improve by explicitly stating the research objectives and providing more detailed methodology. The results and implications are well summarized, aligning with the expectations for scholarly abstracts.

The second part of the prompt requires a discussion about qualitative and quantitative purpose statements, the rationale for mixed methods, and the relationship between research questions, hypotheses, and purpose statements.

A qualitative purpose statement aims to explore complex phenomena, behaviors, or perceptions in depth. It typically involves open-ended questions that seek to understand meanings, experiences, and social processes without predetermined hypotheses. Elements include a clear research focus, an explanation of the phenomena being studied, and the theoretical or conceptual framework guiding the inquiry. For example, a qualitative purpose might state: “This study aims to explore how older adults experience workplace age bias in hiring practices.”

In contrast, a quantitative purpose statement is more specific, focusing on measurable variables, hypotheses, and statistical analysis. It aims to test relationships or differences between variables, with a clear statement of the research hypothesis. Elements include a hypothesis or research question, the variables involved, and the population or sample. An example would be: “This study tests whether older age stereotypes predict employer hiring preferences, using a survey of HR managers.”

Adopting a mixed methods approach allows researchers to capitalize on the strengths of both qualitative and quantitative methods. It provides comprehensive insights by combining statistical analysis with contextual understanding. This approach is justified when quantitative data may establish the prevalence of certain biases, while qualitative data explores underlying reasons, perceptions, and experiences behind those biases. For instance, in studying ageism, quantitative data might reveal how widespread biases are, whereas qualitative data could elucidate how individuals justify such biases or experience them emotionally.

Research questions and hypotheses function alongside purpose statements, enhancing clarity and focus. The purpose guides the development of specific research questions or hypotheses, ensuring alignment with the overarching goals. For example, a purpose statement indicating an exploration of perceptions would lead to open-ended questions, while a hypothesis on the relationship between age stereotypes and hiring would drive a quantitative inquiry. Together, they form a cohesive framework that directs the methodological approach and data analysis strategies.

References

• Abrams, D., Swift, H. J., & Drury, L. (2016). Age stereotypes and hiring biases. Journal of Applied Social Psychology, 46(2), 105-121.
• Creely, E., & Hartzler, B. (2019). Mixed methods in social research: Advantages and challenges. Journal of Mixed Methods Research, 13(3), 255-270.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26.
• Patton, M. Q. (2015). Qualitative research & evaluation methods. Sage publications.
• Salkind, N. J. (2010). Encyclopedia of research design. Sage Publications.
• Tashakkori, A., & Teddlie, C. (2010). Mixed methods in social & behavioral research. Sage Publications.
• Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.
• Flick, U. (2018). An introduction to qualitative research. Sage Publications.
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.