research proposal for phd in sociology

School of Sociology, Politics and International Studies

How to write a phd research proposal.

In order to help you with your application, the information below aims to give some guidance on how a typical research proposal might look.

Your research proposal is a concise statement (up to 3,000 words) of the rationale for your research proposal, the research questions to be answered and how you propose to address them. We know that during the early stages of your PhD you are likely to refine your thinking and methodology in discussion with your supervisors.

However, we want to see that you can construct a fairly rigorous, high quality research proposal.

We use your research proposal to help us decide whether you would be a suitable candidate to study at PhD level. We therefore assess your proposal on its quality, originality, and coherence. It also helps us to decide if your research interests match those of academics in the School of Sociology, Politics and International Studies (SPAIS) and whether they would be able to provide suitably qualified supervision for your proposed research.

Format of the research proposal

Your proposal should include the following:

Title. A short, indicative title is best.

Abstract. This is a succinct summary of your research proposal (approximately 200-300 words) that will present a condensed outline, enabling the reader to get a very quick overview of your proposed project, lines of inquiry and possible outcomes. An abstract is often written last, after you have written the proposal and are able to summarise it effectively.

Rationale for the research project. This might include a description of the question/debate/phenomenon of interest; an explanation of why the topic is of interest to you; and an outline of the reasons why the topic should be of interest to research and/ or practice (the 'so what?' question).

Aims and initial research question. What are the aims and objectives of the research? State clearly the puzzle you are addressing, and the research question that you intend to pursue. It is acceptable to have multiple research questions, but it is a good idea to clarify which is the main research question. If you have hypotheses, discuss them here. A research proposal can and should make a positive and persuasive first impression and demonstrate your potential to become a good researcher. In particular, you need to demonstrate that you can think critically and analytically as well as communicate your ideas clearly.

Research context for your proposed project. Provide a short introduction to your area of interest with a succinct, selective and critical review of the relevant literature. Demonstrate that you understand the theoretical underpinnings and main debates and issues in your research area and how your proposed research will make an original and necessary contribution to this. You need to demonstrate how your proposed research will fill a gap in existing knowledge.

Intended methodology. Outline how you plan to conduct the research and the data sources that you will use. We do not expect you to have planned a very detailed methodology at this stage, but you need to provide an overview of how you will conduct your research (qualitative and/or quantitative methods) and why this methodology is suited for your proposed study. You need to be convincing about the appropriateness and feasibility of the approaches you are suggesting, and reflective about problems you might encounter (including ethical and data protection issues) in collecting and analysing your data.

Expected outcomes and impact. How do you think the research might add to existing knowledge; what might it enable organisations or interested parties to do differently? Increasingly in academia (and this is particularly so for ESRC-funded studentships), PhD students are being asked to consider how their research might contribute to both academic impact and/or economic and societal impact. (This is well explained on the ESRC website if you would like to find out more.) Please consider broader collaborations and partnerships (academic and non-academic) that will support your research. Collaborative activity can lead to a better understanding of the ways in which academic research can translate into practice and it can help to inform and improve the quality of your research and its impact.

Timetable. What is your initial estimation of the timetable of the dissertation? When will each of the key stages start and finish (refining proposal; literature review; developing research methods; fieldwork; analysis; writing the draft; final submission). There are likely to overlaps between the stages.

Why Bristol? Why – specifically – do you want to study for your PhD at Bristol ? How would you fit into the School's  research themes and research culture . You do not need to identify supervisors at the application stage although it can be helpful if you do.

Bibliography. Do make sure that you cite what you see as the key readings in the field. This does not have to be comprehensive but you are illustrating the range of sources you might use in your research.

We expect your research proposal to be clear, concise and grammatically correct. Prior to submitting your research proposal, please make sure that you have addressed the following issues:

• Have you included a clear summary of what the proposed research is about and why it is significant?
• Have you clearly identified what your proposed research will add to our understanding of theory, knowledge or research design?
• Does it state what contributions it will make to policy and/or practice?
• Does the proposal clearly explain how you will do the research?
• Is the language clear and easy to understand by someone who is not an expert in the field?
• Is the grammar and spelling correct?

How to write a Research Proposal: Explained with Examples

At some time in your student phase, you will have to do a Thesis or Dissertation, and for that, you will have to submit a research proposal. A Research Proposal in its most basic definition is a formally structured document that explains what, why, and how of your research. This document explains What you plan to research (your topic or theme of research), Why you are doing this research (justifying your research topic), and How you will do (your approach to complete the research). The purpose of a proposal is to convince other people apart from yourself that the work you’re doing is suitable and feasible for your academic position.

The process of writing a research proposal is lengthy and time-consuming. Your proposal will need constant edits as you keep taking your work forward and continue receiving feedback. Although, there is a structure or a template that needs to be followed. This article will guide you through this strenuous task. So, let’s get to work!

Research Proposal: Example

[ Let us take a running example throughout the article so that we cover all the points. Let us assume that we are working on a dissertation that needs to study the relationship between Gender and Money. ]

The Title is one of the first things the reader comes across. Your title should be crisp yet communicate all that you are trying to convey to the reader. In academia, a title gets even more weightage because in a sea of resources, sometimes your research project can get ignored because the title didn’t speak for itself. Therefore, make sure that you brainstorm multiple title options and see which fits the best. Many times in academic writing we use two forms of titles: the Main Title and the Subtitle. If you think that you cannot justify your research using just a Title, you can add a subtitle which will then convey the rest of your explanation.

[ Explanation through an example: Our theme is “Gender and Money”.

Insider’s Info: If you are not confident about your title in your research proposal, then write “Tentative Title” in brackets and italic below your Title. In this way, your superiors (professor or supervisor) will know that you are still working on fixing the title.

Overview / Abstract

Existing literature, difference between “literature review” and “existing literature”.

A literature review is a detailed essay that discusses all the material which is already out there regarding your topic. For a literature review, you will have to mention all the literature you have read and then explain how they benefit you in your field of research.

To find the existing literature on this topic you should find academic articles relating to the themes of money, gender, economy, income, etc. ]

Research Gap

[ Explanation through an example: Now we know that our topic is: Our theme is “A study of “Gendered Money” in the Rural households of Delhi.”

Insider’s Info : If you are unable to find a research gap for your dissertation, the best hack to fall back on is to say that all the research done up to this point have been based on western notions and social facts, but you will conduct research which holds in your localized reality.

Research Question / Hypothesis

Some of the research questions you can state can be,

Research Methodology / Research Design

This part of the research proposal is about how you will conduct and complete your research. To understand better what research methodology is, we should first clarify the difference between methodology and method. Research Method is the technique used by you to conduct your research. A method includes the sources of collecting your data such as case studies, interviews, surveys, etc. On the other hand, Methodology is how you plan to apply your method . Your methodology determines how you execute various methods during the course of your dissertation.

Therefore, a research methodology, which is also known as research design, is where you tell your reader how you plan to do your research. You tell the step-by-step plan and then justify it. Your research methodology will inform your supervisor how you plan to use your research tools and methods.

Your methodology should explain where you are conducting the research and how. So for this research, your field will be rural Delhi. Explain why you chose to study rural households and not urban ones. Then comes the how, some of the methods you might want to opt for can be Interviews, Questionnaires, and/or Focused Group Discussions. Do not forget to mention your sample size, i.e., the number of people you plan to talk to. ]

Insider’s Info: Make sure that you justify all the methods you plan to use. The more you provide your supervisor with a justification; the more serious and formal you come out to be in front of them. Also, when you write your why down, it is hard to forget the track and get derailed from the goal.

For this project, you can mention that you will be allocated 4 months, out of which 1 month will be utilized for fieldwork and the rest would be used for secondary research, compilation, and completion of the thesis. ]

Aim of the Research

You can present that through your research you will aim to find if the money which enters the household belongs equally to everyone, or does it get stratified and gendered in this realm. Through this research, you aim to present a fresh new perspective in the field of studies of gendered money. ]

Bibliography

Insider’s Info: You do not number or bullet your bibliography. They should be arranged alphabetically based on the surname of the author.

Learn: Citation with Examples

https://www.yorksj.ac.uk/study/postgraduate/research/

How to Write a Comprehensive PhD Research Proposal in Sociology

A PhD research proposal is a critical document that serves as the foundation for your doctoral dissertation. It outlines your research problem, objectives, methodology, and expected contributions to the field of sociology. Writing a compelling and well-structured research proposal is essential for gaining acceptance into a PhD program and securing funding for your research. In this comprehensive guide, we’ll delve into the intricacies of crafting an outstanding research proposal, providing insights and examples to aid you in this crucial endeavor.

What You'll Learn

Understanding the Purpose and Significance of a Research Proposal

Before delving into the specifics of writing a research proposal, it’s crucial to comprehend its purpose and significance. A research proposal serves multiple functions:

• Convincing the Committee : Your research proposal must persuade the admissions committee or supervisory panel that your proposed research is valuable, feasible, and aligns with the department’s areas of expertise. It should demonstrate your ability to identify and address a significant research problem in the field of sociology.
• Demonstrating Your Preparedness : The proposal showcases your knowledge of the subject matter, your familiarity with relevant theories and methodologies, and your capacity to conduct rigorous and impactful research.
• Outlining Your Plan : The proposal serves as a roadmap for your research, detailing the steps you will take to achieve your objectives, addressing potential challenges or limitations, and providing a clear timeline for completion.
• Securing Funding : In many cases, a well-crafted research proposal is essential for securing funding from grants, fellowships, or other sources, as it demonstrates the viability and significance of your proposed research.

Components of a Comprehensive PhD Research Proposal in Sociology

A typical research proposal in sociology consists of the following sections:

• Introduction
• Literature Review
• Research Questions and Objectives
• Theoretical Framework
• Methodology
• Expected Contributions
• Timelines and Resources
• Appendices (if applicable)

Let’s explore each section in detail, providing examples and guidance to help you craft a compelling research proposal.

1. Title Page

The title page should include the following information:

• Proposed title of your research (concise and reflective of your research focus)
• Your full name
• Institution and department
• Date of submission
• Supervisor’s name (if applicable)

2. Abstract

The abstract is a concise summary of your research proposal, typically ranging from 200 to 300 words. It should provide an overview of your research problem, objectives, methodology, and expected contributions. The abstract should be written in a clear and engaging manner to capture the reader’s interest and convey the significance of your proposed research.

Example Abstract : “This research proposal aims to investigate the intersections of race, class, and educational attainment among first-generation college students in urban areas. Drawing upon critical race theory and Bourdieu’s concept of cultural capital, the study seeks to examine how socioeconomic factors and systemic inequalities shape the educational experiences and outcomes of this population. Through a mixed-methods approach combining surveys and in-depth interviews, the research will explore the role of family income, parental education levels, and neighborhood characteristics in influencing academic performance, persistence, and degree completion rates. The study’s findings are expected to contribute to a deeper understanding of the complex challenges faced by first-generation college students and inform policies and interventions to promote educational equity and social mobility.”

3. Introduction

The introduction sets the stage for your research proposal. It should:

• Provide background information on your research topic and its significance in the field of sociology, highlighting its relevance to current debates or issues.
• Clearly identify the research problem or gap that your study aims to address, supported by evidence from existing literature.
• Explain the rationale and importance of your proposed research, emphasizing its potential contributions to theory, policy, or practice.
• Present a brief overview of your research objectives and methodology, offering a glimpse into the study’s design and approach.

Example Introduction : “Educational attainment is a critical determinant of social mobility and economic well-being, yet significant disparities persist along racial and socioeconomic lines. First-generation college students, particularly those from low-income and marginalized backgrounds, face numerous challenges in navigating the higher education system. Previous research has highlighted factors such as inadequate academic preparation, financial constraints, and a lack of institutional support as barriers to their success (Smith et al., 2019; Garcia, 2020). However, there is a need for a more nuanced understanding of how intersecting forms of disadvantage, including race, class, and neighborhood dynamics, shape the educational trajectories of first-generation college students in urban contexts.

This study aims to fill this gap by examining the interplay of socioeconomic factors, systemic inequalities, and cultural capital in influencing the educational attainment of first-generation college students in a major urban center. By employing a mixed-methods approach and drawing upon critical race theory and Bourdieu’s conceptual framework, the research seeks to uncover the complex mechanisms through which disparities in educational outcomes are perpetuated and identify potential avenues for intervention and policy change.”

4. Literature Review

The literature review is a critical component of your research proposal. It demonstrates your familiarity with the existing body of knowledge in your research area and helps position your study within the broader context of the field. In this section, you should:

• Critically evaluate and synthesize relevant theoretical and empirical studies related to your research topic, highlighting key debates, contradictions, and gaps in the literature.
• Identify limitations or shortcomings in the existing literature that your research aims to address, supported by evidence and reasoned arguments.
• Highlight how your proposed study will contribute to filling these gaps, resolving existing contradictions, or providing new insights into the research problem.
• Organize your literature review thematically or chronologically, ensuring a logical flow and coherence in your analysis.

Example Literature Review Section : “Numerous studies have explored the factors influencing the educational attainment of first-generation college students, highlighting the role of socioeconomic status, academic preparation, and institutional support (Engle & Tinto, 2008; Stephens et al., 2014). However, much of this research has focused on individual-level factors, neglecting the broader systemic inequalities and socio-cultural dynamics that shape educational experiences and outcomes.

Critical race theory (CRT) offers a powerful lens for examining the intersections of race, class, and education. Scholars within this paradigm have highlighted how institutional policies and practices can perpetuate racial inequalities and marginalization (Ladson-Billings & Tate, 1995; Solórzano & Yosso, 2002). Additionally, Bourdieu’s (1986) concept of cultural capital has been employed to understand how the transmission of dominant cultural norms and practices within educational institutions can disadvantage students from marginalized backgrounds.

While these theoretical frameworks have been applied to studying educational disparities, few studies have explicitly examined their intersections in the context of first-generation college students in urban areas. Existing research has primarily focused on either racial or socioeconomic factors, failing to capture the compounding effects of multiple, intersecting forms of disadvantage (Museus & Quaye, 2009; Ovink & Veazey, 2011).

This study seeks to address this gap by employing an intersectional approach that considers the complex interplay of race, class, and neighborhood dynamics in shaping the educational trajectories of first-generation college students. By combining critical race theory and Bourdieu’s conceptual framework, the research aims to provide a more nuanced understanding of the systemic barriers and socio-cultural factors influencing educational attainment within this population.”

5. Research Questions and Objectives

In this section, you should clearly articulate your research questions and objectives. Research questions should be specific, focused, and aligned with your research problem. Objectives should be measurable and achievable within the scope of your study.

Example Research Questions :

• How do intersecting forms of disadvantage, including race, socioeconomic status, and neighborhood dynamics, influence the educational experiences and outcomes of first-generation college students in urban areas?
• What role do institutional policies, practices, and cultural norms within higher education institutions play in perpetuating or mitigating educational disparities for this population?
• How do first-generation college students navigate and negotiate their cultural identities and forms of capital within the academic environment, and how does this shape their academic performance and persistence?

Example Objectives :

• To investigate the impact of family income, parental education levels, neighborhood characteristics, and institutional factors on the academic performance, persistence, and degree completion rates of first-generation college students in a major urban center.
• To examine the socio-cultural experiences and challenges faced by first-generation college students from marginalized backgrounds, including issues of cultural dissonance, navigating institutional norms, and negotiating various forms of capital.
• To explore the strategies and support systems employed by first-generation college students to overcome barriers and achieve academic success, with a focus on identifying effective interventions and best practices.
• To contribute to the development of more inclusive and equitable educational policies and practices that address the unique needs and experiences of first-generation college students from diverse backgrounds.

6. Theoretical Framework

The theoretical framework provides the conceptual foundation for your research. It outlines the theories, models, or concepts that will guide your study and inform your analysis. In this section, you should:

• Describe the relevant theories or conceptual models that underpin your research, such as critical race theory, intersectionality, cultural capital, or other sociological frameworks.
• Explain how these theories or models relate to your research questions and objectives, and how they will inform your interpretation and analysis of the data.
• Discuss the strengths and limitations of the chosen theoretical framework, acknowledging potential critiques or alternative perspectives.
• Justify your choice of theoretical framework and its suitability for addressing the research problem and contributing to the existing body of knowledge.

Example Theoretical Framework Section : “This study will be guided by an integrated theoretical framework drawing upon critical race theory (CRT) and Bourdieu’s conceptualization of cultural capital. CRT offers a powerful lens for examining the systemic and institutional barriers perpetuating racial inequalities in education (Ladson-Billings & Tate, 1995). By centering the lived experiences of marginalized communities and challenging dominant ideologies, CRT provides a valuable approach for understanding the intersections of race, class, and educational attainment.

Complementing this perspective, Bourdieu’s (1986) concept of cultural capital highlights how the transmission of dominant cultural norms and practices within educational institutions can disadvantage students from non-dominant backgrounds. According to Bourdieu, the possession of certain forms of cultural capital (e.g., language, behaviors, dispositions) valued by the dominant culture is crucial for academic success. Students from marginalized communities may lack the necessary cultural capital, leading to a mismatch between their lived experiences and the expectations of the educational system.

By integrating these two theoretical frameworks, this study aims to provide a comprehensive understanding of the systemic, institutional, and socio-cultural factors shaping the educational experiences and outcomes of first-generation college students in urban areas. CRT will shed light on the structural inequalities and discriminatory practices within educational institutions, while Bourdieu’s concept of cultural capital will elucidate the socio-cultural dynamics and challenges faced by students in navigating the academic environment.

Potential limitations of this theoretical framework include the risk of oversimplifying the complexities of intersectional identities and experiences, as well as the potential for overlooking individual agency and resilience. To address these limitations, the study will employ a mixed-methods approach that combines quantitative data with in-depth qualitative explorations of students’ lived experiences, allowing for a more nuanced and contextualized understanding of the research problem.”

7. Methodology

The methodology section outlines the research design, methods, and strategies you will employ to address your research questions and achieve your objectives. This section should cover:

• Research Design : Describe the overall approach you will take (e.g., qualitative, quantitative, mixed methods) and the specific research design (e.g., case study, ethnography, survey research, grounded theory). Justify your choice of research design and its suitability for addressing your research questions and objectives.
• Data Collection Methods : Explain the data collection methods you will use (e.g., interviews, focus groups, surveys, observations, document analysis) and the rationale behind your choices. Provide details on the types of data you will collect, the sampling strategies, and the instruments or protocols you will use.
• Sampling : Describe your target population, sampling techniques (e.g., purposive sampling, stratified sampling, snowball sampling), and sample size justification. Discuss how your sampling approach will ensure the representation of diverse perspectives and experiences relevant to your research questions.
• Data Analysis : Outline the analytical strategies you will employ to interpret and make sense of your data (e.g., statistical analysis, content analysis, grounded theory, discourse analysis). Describe how your chosen analytical methods align with your research questions, theoretical framework, and overall research design.
• Ethical Considerations : Address any potential ethical issues related to your research and how you plan to mitigate them (e.g., informed consent, confidentiality, data protection, minimizing risks or harm to participants). Discuss the procedures you will follow to ensure ethical conduct throughout the research process.
• Limitations and Delimitations : Acknowledge the potential limitations of your research design and methodology, such as issues of generalizability, validity, or reliability. Discuss how you will address these limitations and the delimitations or boundaries of your study.

Example Methodology Section : “This study will employ a mixed-methods approach, combining quantitative and qualitative data collection and analysis techniques. The quantitative component will involve a survey of first-generation college students at a large public university in an urban area. The survey will gather demographic information, academic performance data, and self-reported experiences related to socioeconomic factors, institutional support, and cultural capital.

A stratified random sampling technique will be used to ensure representation of students from diverse racial, socioeconomic, and neighborhood backgrounds. The sample size will be determined through power analysis to ensure statistical significance. The survey data will be analyzed using descriptive and inferential statistics, such as regression analysis and structural equation modeling, to examine the relationships between the various factors and educational outcomes.

To complement the quantitative data and provide a deeper understanding of students’ lived experiences, semi-structured interviews will be conducted with a purposive sample of survey participants. The interviews will explore students’ perceptions, challenges, and strategies for navigating the academic environment, as well as their experiences with institutional policies, practices, and cultural norms.

The qualitative data will be analyzed using a grounded theory approach, allowing for the identification of emergent themes and patterns. Constant comparative methods will be employed to develop a theoretical understanding of the intersections of race, class, and educational attainment within the specific context of first-generation college students in urban areas.

Ethical considerations will be addressed by obtaining informed consent from all participants, ensuring confidentiality and data protection, and minimizing potential risks or harm. The study will also undergo review and approval by the Institutional Review Board (IRB) to ensure ethical compliance.

Potential limitations of this study include the reliance on self-reported data, which may be subject to response biases, and the potential for selection bias in the qualitative component. Additionally, the findings may have limited generalizability beyond the specific institutional and geographic context. To address these limitations, the study will triangulate data from multiple sources, employ rigorous sampling and analytical techniques, and provide detailed descriptions of the research context to facilitate transferability of the findings.”

8. Expected Contributions

In this section, you should articulate the potential contributions of your research to the field of sociology. Discuss how your study will:

• Address gaps or contradictions in the existing literature, providing new insights or perspectives on the research problem.
• Advance theoretical understanding by refining, expanding, or integrating existing theories or conceptual frameworks.
• Inform policy or practice in relevant areas, such as educational equity, social mobility, or institutional reform.
• Open up new avenues for future research by identifying unexplored areas or posing new questions for further investigation.

Example Expected Contributions Section : “This study has the potential to make significant contributions to the field of sociology, particularly in the areas of educational attainment, social stratification, and intersectionality. By employing an integrated theoretical framework drawing upon critical race theory and Bourdieu’s concept of cultural capital, the research will provide a nuanced understanding of the complex interplay of race, class, and institutional factors in shaping the educational experiences and outcomes of first-generation college students in urban contexts.

The study’s findings will address gaps in the existing literature by explicitly examining the intersections of multiple, intersecting forms of disadvantage and their compounding effects on educational attainment. Additionally, by centering the voices and lived experiences of marginalized students, the research will challenge dominant narratives and highlight the systemic barriers perpetuating educational inequalities.

Through its theoretical contributions, the study has the potential to refine and expand existing frameworks for understanding educational disparities, advancing theoretical discourse on the role of socio-cultural factors, institutional practices, and structural inequalities in shaping academic success.

Furthermore, the research findings will inform educational policies and practices by providing insights into the unique challenges and needs of first-generation college students from diverse backgrounds. These insights can guide the development of more inclusive and equitable institutional policies, support services, and pedagogical approaches that promote academic success and social mobility for marginalized student populations.

Finally, the study will open up new avenues for future research by identifying unexplored areas and posing new questions related to the intersections of race, class, and educational attainment in different contexts or across various educational levels (e.g., K-12, graduate education). The research may also inspire further investigation into the role of neighborhood dynamics, community-based support systems, and cultural resilience in shaping the educational trajectories of first-generation college students

9. Timelines and Resources

This section outlines the practical aspects of your research, including:

• Project Timeline : Provide a realistic and detailed timeline for completing your research, including key milestones and deliverables. Break down the research process into distinct phases, such as literature review, data collection, data analysis, writing, and defense. Allocate approximate timeframes for each phase, taking into account potential delays or unforeseen circumstances.
• Resources Required : Specify the resources needed for your research, such as equipment (e.g., audio recorders, transcription software), software (e.g., statistical analysis programs, qualitative data analysis software), travel expenses for data collection or conference presentations, and any additional personnel required (e.g., research assistants, translators).
• Funding Requirements : If applicable, outline the funding sources you plan to pursue and how the funds will be allocated. This may include internal funding opportunities within your institution, external grants, fellowships, or scholarships. Provide a detailed budget breakdown, justifying the costs associated with each component of your research.
• Institutional Support and Collaborations : Discuss any institutional support or collaborations that will facilitate your research, such as access to research facilities, partnerships with community organizations, or involvement of co-investigators or mentors.

Example Timelines and Resources Section :

“The proposed research is expected to be completed within a three-year timeframe, following the schedule outlined below:

• Months 1-4: Comprehensive literature review, refinement of research questions and methodology.
• Months 5-6: Obtain necessary approvals (e.g., IRB, institutional clearances).
• Months 7-10: Pilot testing and refinement of data collection instruments, participant recruitment.
• Months 11-12: Commence data collection (surveys and interviews).
• Months 1-6: Continuation of data collection.
• Months 7-10: Data analysis (quantitative and qualitative).
• Months 11-12: Interpretation of findings, writing of dissertation chapters.
• Months 1-6: Complete dissertation writing, revisions, and defense preparation.
• Months 7-9: Dissertation defense and final revisions.
• Months 10-12: Dissemination of research findings (conferences, publications).

Resources required for this research include:

• Quantitative data analysis software (e.g., SPSS, SAS, or R)
• Qualitative data analysis software (e.g., NVivo, ATLAS.ti)
• Audio recording devices and transcription software for interviews
• Travel expenses for data collection and conference presentations
• Research assistant support for data entry, transcription, and coding

Funding for this research will be sought from the following sources:

• Doctoral fellowship from the university’s graduate school
• External grants from organizations focusing on educational equity and social mobility (e.g., Spencer Foundation, Ford Foundation)
• Travel grants for conference presentations

A detailed budget breakdown with cost estimates will be provided upon request.

Institutional support for this research includes access to the university’s research computing facilities, collaboration with the Office of Institutional Research for data access, and mentorship from faculty members with expertise in critical race theory and educational sociology.”

10. References

Include a comprehensive list of all the sources you cited in your research proposal, formatted according to the preferred citation style (e.g., APA, MLA, Chicago). Ensure that your reference list is up-to-date, accurate, and consistent throughout the document.

11. Appendices (if applicable)

Appendices can be included to provide supplementary information that supports your research proposal but may be too detailed or lengthy to include in the main body of the document. Examples of materials that can be included in the appendices are:

• Data collection instruments (e.g., survey questionnaires, interview protocols)
• Detailed methodological procedures or analytical techniques
• Supporting documents or evidence (e.g., letters of support, institutional approvals)
• Detailed budget breakdowns or funding narratives

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Tips for Writing an Effective Research Proposal

• Follow Guidelines Precisely : Carefully review and adhere to the guidelines and formatting requirements provided by your institution or funding agency. Pay close attention to details such as page limits, font sizes, and margin specifications.
• Use Clear and Concise Language : Aim for clarity and precision in your writing, avoiding jargon or overly complex language. Use active voice and straightforward sentence structures to convey your ideas effectively.
• Seek Feedback : Share drafts of your research proposal with your supervisor, peers, or writing center for constructive feedback and suggestions for improvement. Incorporate feedback into your revisions to strengthen your proposal.
• Maintain Coherence and Flow : Ensure that your proposal has a logical flow and coherence, with each section building upon the previous one. Use transitional phrases and signposting to guide the reader through your arguments and ideas.
• Highlight Your Contributions : Emphasize the unique contributions and significance of your proposed research to the field of sociology. Clearly articulate how your study will advance knowledge, address gaps, or provide new insights.
• Be Realistic and Feasible : Ensure that your research objectives, methodology, and timelines are realistic and achievable within the constraints of a PhD program. Avoid overly ambitious or unrealistic claims that may undermine the credibility of your proposal.
• Proofread and Edit Thoroughly : Thoroughly proofread and edit your proposal to ensure it is free from errors, inconsistencies, and typos. Consider having a peer or professional editor review your work for an objective perspective.

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• University of Maine Augusta
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• Proposal writing

The goal of a research proposal is to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting the research are governed by standards within the predominant discipline in which the problem resides, so guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and/or benefits derived from the study's completion.

Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences. Syracuse, NY: Syracuse University Press, 2005.

"Document that is typically written by a scientist or academic which describes the ideas for an investigation on a certain topic. The research proposal outlines the process from beginning to end and may be used to request financing for the project, certification for performing certain parts of research of the experiment, or as a required task before beginning a college dissertation."

Web Finance Inc. (c. 2019). What is research proposal? definition and meaning. Retrieved July 1, 2019, from http://www.businessdictionary.com/definition/research-proposal.html

Your professor may assign the task of writing a research proposal for the following reasons:

• Develop your skills in thinking about and designing a comprehensive research study;
• Learn how to conduct a comprehensive review of the literature to ensure a research problem has not already been answered [or you may determine the problem has been answered ineffectively] and, in so doing, become better at locating scholarship related to your topic;
• Improve your general research and writing skills;
• Practice identifying the logical steps that must be taken to accomplish one's research goals;
• Critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem; and,
• Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in  the process of  doing scholarly research.

A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those results. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your writing is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:

• What do you plan to accomplish?  Be clear and succinct in defining the research problem and what it is you are proposing to research.
• Why do you want to do it?  In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of study. Be sure to answer the "So What?" question.
• How are you going to do it?  Be sure that what you propose is doable. If you're having trouble formulating a research problem to propose investigating,  go here .

Common Mistakes to Avoid

• Failure to be concise; being "all over the map" without a clear sense of purpose.
• Failure to cite landmark works in your literature review.
• Failure to delimit the contextual boundaries of your research [e.g., time, place, people, etc.].
• Failure to develop a coherent and persuasive argument for the proposed research.
• Failure to stay focused on the research problem; going off on unrelated tangents.
• Sloppy or imprecise writing, or poor grammar.
• Too much detail on minor issues, but not enough detail on major issues.

Procter, Margaret. The Academic Proposal.  The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith. Information for Students: Writing a Research Proposal. Baylor University; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

Beginning the Proposal Process

As with writing a regular academic paper, research proposals are generally organized the same way throughout most social science disciplines. Proposals vary between ten and twenty-five pages in length. However, before you begin, read the assignment carefully and, if anything seems unclear, ask your professor whether there are any specific requirements for organizing and writing the proposal.

A good place to begin is to ask yourself a series of questions:

• What do I want to study?
• Why is the topic important?
• How is it significant within the subject areas covered in my class?
• What problems will it help solve?
• How does it build upon [and hopefully go beyond] research already conducted on the topic?
• What exactly should I plan to do, and can I get it done in the time available?

In general, a compelling research proposal should document your knowledge of the topic and demonstrate your enthusiasm for conducting the study. Approach it with the intention of leaving your readers feeling like--"Wow, that's an exciting idea and I can’t wait to see how it turns out!"

In general your proposal should include the following sections:

I.  Introduction

In the real world of higher education, a research proposal is most often written by scholars seeking grant funding for a research project or it's the first step in getting approval to write a doctoral dissertation. Even if this is just a course assignment, treat your introduction as the initial pitch of an idea or a thorough examination of the significance of a research problem. After reading the introduction, your readers should not only have an understanding of what you want to do, but they should also be able to gain a sense of your passion for the topic and be excited about the study's possible outcomes. Note that most proposals do not include an abstract [summary] before the introduction.

Think about your introduction as a narrative written in one to three paragraphs that succinctly answers the following four questions :

• What is the central research problem?
• What is the topic of study related to that problem?
• What methods should be used to analyze the research problem?
• Why is this important research, what is its significance, and why should someone reading the proposal care about the outcomes of the proposed study?

II.  Background and Significance

This section can be melded into your introduction or you can create a separate section to help with the organization and narrative flow of your proposal. This is where you explain the context of your proposal and describe in detail why it's important. Approach writing this section with the thought that you can’t assume your readers will know as much about the research problem as you do. Note that this section is not an essay going over everything you have learned about the topic; instead, you must choose what is relevant to help explain the goals for your study.

To that end, while there are no hard and fast rules, you should attempt to address some or all of the following key points:

• State the research problem and give a more detailed explanation about the purpose of the study than what you stated in the introduction. This is particularly important if the problem is complex or  multifaceted .
• Present the rationale of your proposed study and clearly indicate why it is worth doing. Answer the "So What? question [i.e., why should anyone care].
• Describe the major issues or problems to be addressed by your research. Be sure to note how your proposed study builds on previous assumptions about the research problem.
• Explain how you plan to go about conducting your research. Clearly identify the key sources you intend to use and explain how they will contribute to your analysis of the topic.
• Set the boundaries of your proposed research in order to provide a clear focus. Where appropriate, state not only what you will study, but what is excluded from the study.
• If necessary, provide definitions of key concepts or terms.

III.  Literature Review

Connected to the background and significance of your study is a section of your proposal devoted to a more deliberate review and synthesis of prior studies related to the research problem under investigation . The purpose here is to place your project within the larger whole of what is currently being explored, while demonstrating to your readers that your work is original and innovative. Think about  what questions other researchers have asked, what methods they have used, and what is your understanding of their findings and, where stated, their recommendations. Do not be afraid to challenge the conclusions of prior research. Assess what you believe is missing and state how previous research has failed to adequately examine the issue that your study addresses. For more information on writing literature reviews,  GO HERE .

Since a literature review is information dense, it is crucial that this section is intelligently structured to enable a reader to grasp the key arguments underpinning your study in relation to that of other researchers. A good strategy is to break the literature into "conceptual categories" [themes] rather than systematically describing groups of materials one at a time. Note that conceptual categories generally reveal themselves after you have read most of the pertinent literature on your topic so adding new categories is an on-going process of discovery as you read more studies. How do you know you've covered the key  conceptual categories  underlying the research literature? Generally, you can have confidence that  all of the significant conceptual categories  have been identified if you start to see repetition in the conclusions or recommendations that are being made.

To help frame your proposal's literature review, here are the "five C’s" of writing a literature review:

• Cite , so as to keep the primary focus on the literature pertinent to your research problem.
• Compare  the various arguments, theories, methodologies, and findings expressed in the literature: what do the authors agree on? Who applies similar approaches to analyzing the research problem?
• Contrast  the various arguments, themes, methodologies, approaches, and controversies expressed in the literature: what are the major areas of disagreement, controversy, or debate?
• Critique  the literature: Which arguments are more persuasive, and why? Which approaches, findings, methodologies seem most reliable, valid, or appropriate, and why? Pay attention to the verbs you use to describe what an author says/does [e.g., asserts, demonstrates, argues, etc.] .
• Connect  the literature to your own area of research and investigation: how does your own work draw upon, depart from, synthesize, or add a new perspective to what has been said in the literature?

IV.  Research Design and Methods

This section  must  be well-written and logically organized because you are not actually doing the research, yet, your reader must have confidence that it is worth pursuing . The reader will never have a study outcome from which to evaluate whether your methodological choices were the correct ones. Thus, the objective here is to convince the reader that your overall research design and methods of analysis will correctly address the problem and that the methods will provide the means to effectively interpret the potential results. Your design and methods should be unmistakably tied to the specific aims of your study.

Describe the overall research design by building upon and drawing examples from your review of the literature. Consider not only methods that other researchers have used but methods of data gathering that have not been used but perhaps could be. Be specific about the methodological approaches you plan to undertake to obtain information, the techniques you would use to analyze the data, and the tests of external validity to which you commit yourself [i.e., the trustworthiness by which you can generalize from your study to other people, places, events, and/or periods of time].

When describing the methods you will use, be sure to cover the following:

• Specify the research operations you will undertake and the way you will interpret the results of these operations in relation to the research problem. Don't just describe what you intend to achieve from applying the methods you choose, but state how you will spend your time while applying these methods [e.g., coding text from interviews to find statements about the need to change school curriculum;  running a regression to  determine if there is a relationship between  campaign advertising on social media sites and election outcomes in Europe ].
• Keep in mind that a methodology is not just a list of tasks; it is an argument as to why these tasks add up to the best way to investigate the research problem. This is an important point because the mere listing of tasks to be performed does not demonstrate that, collectively, they effectively address the research problem. Be sure you explain this.
• Anticipate and acknowledge any potential barriers and pitfalls in carrying out your research design and explain how you plan to address them. No method is perfect so you need to describe where you believe challenges may exist in obtaining data or accessing information. It's always better to acknowledge this than to have it brought up by your reader.

V.  Preliminary Suppositions and Implications

Just because you don't have to actually conduct the study and analyze the results, doesn't mean you can skip talking about the analytical process and potential implications . The purpose of this section is to argue how and in what ways you believe your research will refine, revise, or extend existing knowledge in the subject area under investigation. Depending on the aims and objectives of your study, describe how the anticipated results will impact future scholarly research, theory, practice, forms of interventions, or policymaking. Note that such discussions may have either substantive [a potential new policy], theoretical [a potential new understanding], or methodological [a potential new way of analyzing] significance.   When thinking about the potential implications of your study, ask the following questions:

• What might the results mean in regards to the theoretical framework that underpins the study?
• What suggestions for subsequent research could arise from the potential outcomes of the study?
• What will the results mean to practitioners in the natural settings of their workplace?
• Will the results influence programs, methods, and/or forms of intervention?
• How might the results contribute to the solution of social, economic, or other types of problems?
• Will the results influence policy decisions?
• In what way do individuals or groups benefit should your study be pursued?
• What will be improved or changed as a result of the proposed research?
• How will the results of the study be implemented, and what innovations will come about?

NOTE :  This section should not delve into idle speculation, opinion,  or be formulated on the basis of unclear evidence . The purpose is to reflect upon gaps or understudied areas of the current literature and describe how your proposed research contributes to a new understanding of the research problem should the study be implemented as designed.

VI.  Conclusion

The conclusion reiterates the importance or significance of your proposal and provides a brief summary of the entire study . This section should be only one or two paragraphs long, emphasizing why the research problem is worth investigating, why your research study is unique, and how it should advance existing knowledge.

Someone reading this section should come away with an understanding of:

• Why the study should be done,
• The specific purpose of the study and the research questions it attempts to answer,
• The decision to why the research design and methods used where chosen over other options,
• The potential implications emerging from your proposed study of the research problem, and
• A sense of how your study fits within the broader scholarship about the research problem.

VII.   Citations

As with any scholarly research paper, you must cite the sources you used in composing your proposal. In a standard research proposal, this section can take two forms, so consult with your professor about which one is preferred.

• References --  lists only the literature that you actually used or cited in your proposal.
• Bibliography --  lists everything you used or cited in your proposal, with additional citations to any key sources relevant to understanding the research problem.

In either case, this section should testify to the fact that you did enough preparatory work to make sure the project will complement and not duplicate the efforts of other researchers. Start a new page and use the heading "References" or "Bibliography" centered at the top of the page. Cited works should always use a standard format that follows the writing style advised by the discipline of your course [i.e., education=APA; history=Chicago, etc] or that is preferred by your professor. This section normally does not count towards the total page length of your research proposal.

Develop  a Research Proposal: Writing the Proposal . Office of Library Information Services. Baltimore County Public Schools;  Heath, M. Teresa Pereira and Caroline Tynan. “Crafting a Research Proposal.”  The Marketing Review  10 (Summer 2010): 147-168; Jones, Mark. “Writing a Research Proposal.” In  MasterClass in Geography Education: Transforming Teaching and Learning . Graham Butt, editor. (New York: Bloomsbury Academic, 2015), pp. 113-127; Juni, Muhamad Hanafiah. “Writing a Research Proposal.” International Journal of Public Health and Clinical Sciences  1 (September/October 2014): 229-240; Krathwohl, David R.  How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005; Procter, Margaret.  The Academic Proposal . The Lab Report. University College Writing Centre. University of Toronto; Punch, Keith and Wayne McGowan. "Developing and Writing a Research Proposal." In  From Postgraduate to Social Scientist: A Guide to Key Skills . Nigel Gilbert, ed. (Thousand Oaks, CA: Sage, 2006), 59-81; Wong, Paul T. P.  How to Write a Research Proposal . International Network on Personal Meaning. Trinity Western University;  Writing Academic Proposals: Conferences, Articles, and Books . The Writing Lab and The OWL. Purdue University;  Writing a Research Proposal . University Library. University of Illinois at Urbana-Champaign.

Proposal Writing

The advice given in this section is geared towards the proposals you will be required to submit when applying for OUR programs and funding opportunities. Though much of this information will be useful when writing proposals or personal statements for non-OUR applications, we recommend you refer to the guidelines in the application you are working on and the advice provided by the  UConn Writing Center  to guide the development of your proposal. If you are applying for OUR Programs you should also review the criteria specific to the program to which you are applying to ensure your proposal is appropriately tailored.

Where to Begin

Start by brainstorming answers to the following questions:

• Why am I doing this project? What issues, problems, or questions will I explore and answer?
• What am I hoping to gain or learn from this experience? Why is this project important to me?
• What are my goals for the project and how will I accomplish those goals? What do I hope to realize as a result of my efforts?
• Is my topic too broad or too narrow? Is it feasible?

Use your answers, in conjunction with the guidelines below, to develop the first draft of your proposal. Once you have a draft, plan to seek feedback from trusted sources. You should also plan to attend a workshop at the Writing Center and review their  resources on writing personal statements .

Guidelines for a Successful Proposal

While there is no magic formula to follow for a successful proposal, following these general guidelines will help you develop a thorough, well-developed proposal.

Guideline 1: Review the prompts

The applications for OUR programs will ask you to answer specific questions relating to your project, including some combination of the following:

• the purpose of the work
• the steps you intend to take to complete the project
• why the work is meaningful to you
• how participating in this project will contribute to your educational and career goals

A good proposal clearly outlines the project or research question and convinces others of its merits. The proposal should demonstrate why the project is worthy of support, and why the topic is of interest to you, the applicant. Avoid simply writing a summary of what you’ve done (unless specifically asked to do so); rather, focus on your project or research, and what you’re hoping to accomplish.

Each application is a different, and you need to carefully read and understand all the questions being asked to assure your proposal addresses them. Stay focused on your topic and make sure to fully answer the questions that are asked. Neglecting to answer or not focusing on the questions at hand will hurt your proposal.

Guideline 2: Follow directions

Word and character limits, as well as format requirements, are given for a reason. Stay within the guidelines and parameters. Though you may think it won’t matter if you are 10 words over the limit, or your font size is .5 smaller than instructed, it does matter. Not following the guidelines indicates to the reviewers that you are either unable to follow directions or that you did not read the directions carefully. This is not the impression you want to make.

Guideline 3: Consider your audience

At UConn, the review committees are composed of faculty and professional staff from across the University. They are not experts in every field of study and may not be familiar with the topic of study or type of project you are proposing. Therefore, your aim should be to write your proposal for a well-educated audience that does not have the in-depth technical knowledge associated with your field.

Do not assume the reader will know what you’re talking about or what contribution your project may make to your field of study.  Give the reader enough background information to understand the importance of the research or project without overwhelming them with technical details.

Guideline 4: Be specific

You can have a well-developed idea or solid research question, but if you fail to clearly articulate how you plan to execute your idea or answer your research question, the feasibility of your proposal will be questioned. Be as specific as possible. If you intend to bring speakers to campus, indicate who you hope to bring and why you chose those individuals. If you propose to travel to archives to conduct research, describe why you chose those archives and what special collections you plan to access at the archives. If you intend to conduct focus groups, indicate why you chose to do focus groups and how you plan to recruit participants.

It’s not enough to only state what you intend to do, you need to indicate why and how. Explain the thought process behind the steps you will take to execute your project or answer your research question.

Guideline 5: Allow time for revisions and rewrites

Plan ahead; a well-written proposal doesn’t emerge overnight. Perfunctory proposals rarely excite anyone, and if your proposal comes across as a last-minute endeavor it may signal a lack of sincere investment in your project.

Starting early will also give you time to seek feedback, which is a necessary part of proposal writing. Ask for a critique from faculty mentors, advisors, and writing tutors to assure your intended message is clear and that your proposal addresses the key points. Take feedback into consideration, but make sure that you don’t lose your voice in the process. Your proposal needs to be genuine and sincere, accurately representing your interests, goals, and intentions, and not those of well-meaning reviewers.

Proofread your proposal. Spell check does not catch all errors. Read your proposal aloud; this will help you catch spelling, grammatical, and word use errors. Spelling errors, grammatical errors, and poor word choice are the quickest ways to undermine the effectiveness of your proposal.

Thank you to the University of Southern California Libraries  for a great resource!

Additional resources

• The Research Proposal - video
• Writing a research proposal video
• Example from Psychology Today
• Writing for psychology

This is a video produced at Massey University in New Zealand for GRADUATE STUDENTS. It is the model which your assignment is based. It is a useful introduction to proposals as one type of undergraduate paper. 

The opening discusses doing graduate work.  You can start the video at 2:40.

Yes, this is a long video (1 hour). However, the presenter makes good points. There is a link to the documents he uses in the presentation.

How to Write a Psychology Research Proposal : Writing a brief research proposal cultivates all kinds of intellectual skills.

A PDF of the document is available at the end of the article.

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How to write a research proposal

You will need to submit a research proposal with your PhD application. This is crucial in the assessment of your application and it warrants plenty of time and energy.

Your proposal should outline your project and be around 1,500 words.

Your research proposal should include a working title for your project.

Overview of the research

In this section, you should provide a short overview of your research. You should also state how your research fits into the research priorities of your particular subject area.

Here you can refer to the research areas and priorities of a particular research grouping or supervisor.

You must also state precisely why you have chosen to apply to the discipline area and how your research links into our overall profile.

Positioning of the research

This should reference the most important texts related to the research, demonstrate your understanding of the research issues, and identify existing gaps (both theoretical and practical) that the research is intended to address.

Research design and methodology

This section should identify the information that is necessary to carry out the analysis and the possible research techniques that could deliver the information.

Your research proposal will be used to assess the quality and originality of your ideas, whether you are able to think critically and whether you have a grasp of the relevant literature. It also gives us important information about the perspectives you intend to take on your research area, and how you fit into the department's research profile overall. This is helpful when assigning a supervisor.

Flexibility

You will not be forced to follow the proposal exactly once you have started to study. It is normal for students to refine their original proposal, in light of detailed literature review, further consideration of research approaches and comments received from your supervisors (and other academic staff).

Pitfalls to avoid

We sometimes have to reject students who meet the academic requirements but have not produced a satisfactory research proposal, therefore:

• Make sure that your research idea, question or problem is very clearly stated and well-grounded in academic research.
• Make sure that your proposal is well focused and conforms exactly to the submission requirements described here.
• Poorly specified, jargon-filled or rambling proposals will not convince us that you have a clear idea of what you want to do.

The University uses electronic systems to detect plagiarism and other forms of academic malpractice and for assessment. All Humanities PhD programmes require the submission of a research proposal as part of the application process. The Doctoral Academy upholds the principle that where a candidate approaches the University with a project of study, this should be original. While it is understandable that research may arise out of previous studies, it is vital that your research proposal is not the subject of plagiarism.

Find a supervisor

Exploring our research specialisms will help you to match your proposal idea with a suitable supervisor.

Current PhD students

Get inspiration from some of the students about the types of research topics you can pursue.