Summary of "Tricks of the Trade" Howard S. Becker

Tricks of the Trade Becker.md

• 9 this is not an ordered or orderly process
• 20ff assume how things would be if totally randomly assigned, then show how they are not
• 24 unlike possibilities are important to consider
• 27 gradual steps lead to "crazy results" e.g. gender change is not sudden but the result of many steps
• 39 think of a machine that would produce the results you observe – how does it need to be built?
• 44 think of activities rather than people
• 56 don't control local variations and peculiar things – built them in your analysis
• 58 ask "how" rather than "why". It will lead to richer data and less to justification
• 86 carefully consider which data you want to collect – don't just do it ritualistically
• 87 "it could have been otherwise" – find cases that change your thinking
• 89 study the same questions as others did under different circumstances
• 89 dare to study the same thing as somebody else did
• 90 be aware that the boss, manager etc. on the site can define what is important. Less powerful people are often ignored. People will also ask you to study others. they might be worth studying themselves!
• Doubt those in power!
• 94 considers to study OK cases: not super good, not horribly wrong – they are often left out
• 100 counting is important in many jobs, so count things you see in the field, too. (E.g. how many … are on the table? How many pieces are processed by…)
• 114 skill might be unrecognized, but visible in certain circumstances, like a strike
• 118 how are Concepts defined? Who defines concepts? What are examples for " not really a ..." Like: "Evading taxes is not really a crime!"
• 121 look at the answers you got (or which you might get) – to which questions could they be the answers to? (Considering that there are unspoken assumptions)
• 124 and take your case at its own category and see where this also happens
• 126 getting to mid-range Theory: describe your findings, then describe again, don't use description specific to the case.
• 134 concepts are relational - even if based on measurable values. A person, big in Japan, is small in the basketball team.
• 138 categories: Also demand non-categories:" upper " class implies "lower", "tall" implies "small"
• 138 what is left from an object or event if you take away some (surface) features
• Like "writing code" from "programming", "making noise" from "cheering", "reading" from "studying a book" or "institutions" from "education".
• 158 what is the unspoken assumptions said, when someone says:"this is not valid _____" (science, art…)
• 160 ask "or else what…" if it is stated in (sociological theories too) that someone or something must…
• What is the alternative? What is the yardstick, determining the "must"?
• 195 analytic induction: Analysing and Gathering forward by refining theory case after case
• 199 you can change your research question and – with giving reason – throw out cases that are not interesting.

9 this is not an ordered or orderly process
20ff assume how things would be if totally randomly assigned, then show how they are not
24 unlike possibilities are important to consider
27 gradual steps lead to "crazy results" e.g. gender change is not sudden but the result of many steps
39 think of a machine that would produce the results you observe – how does it need to be built?
44 think of activities rather than people
56 don't control local variations and peculiar things – built them in your analysis
58 ask "how" rather than "why". It will lead to richer data and less to justification
86 carefully consider which data you want to collect – don't just do it ritualistically
87 "it could have been otherwise" – find cases that change your thinking
89 study the same questions as others did under different circumstances
89 dare to study the same thing as somebody else did
90 be aware that the boss, manager etc. on the site can define what is important. Less powerful people are often ignored. People will also ask you to study others. they might be worth studying themselves!
Doubt those in power!
94 considers to study OK cases: not super good, not horribly wrong – they are often left out
100 counting is important in many jobs, so count things you see in the field, too. (E.g. how many … are on the table? How many pieces are processed by…)
114 skill might be unrecognized, but visible in certain circumstances, like a strike
118 how are Concepts defined? Who defines concepts? What are examples for " not really a ..." Like: "Evading taxes is not really a crime!"
121 look at the answers you got (or which you might get) – to which questions could they be the answers to? (Considering that there are unspoken assumptions)
124 and take your case at its own category and see where this also happens
126 getting to mid-range Theory: describe your findings, then describe again, don't use description specific to the case.
134 concepts are relational - even if based on measurable values. A person, big in Japan, is small in the basketball team.
138 categories: Also demand non-categories:" upper " class implies "lower", "tall" implies "small"
138 what is left from an object or event if you take away some (surface) features
Like "writing code" from "programming", "making noise" from "cheering", "reading" from "studying a book" or "institutions" from "education".
158 what is the unspoken assumptions said, when someone says:"this is not valid _____" (science, art…)
160 ask "or else what…" if it is stated in (sociological theories too) that someone or something must…
What is the alternative? What is the yardstick, determining the "must"?
195 analytic induction: Analysing and Gathering forward by refining theory case after case
199 you can change your research question and – with giving reason – throw out cases that are not interesting.