ABSTRACT
Social science researchers receive guidance about making sound methodological decisions from diverse sources throughout their careers: hands-on research experiences during graduate school and beyond; a small set of graduate quantitative or research methods courses (Aiken, West, & Millsap, 2008); occasional methodological presentations, proseminars, and workshops; professional reading; and participation in the peer review process. Even in these more structured contexts, the connections between design/analysis decisions and research ethics are largely implicit and informal. That is, methodology professors and research advisors convey ethical principles about research design, data analysis, and reporting experientially and by modeling appropriate professional behaviorwithout necessarily being cognizant that they are doing so and without labeling their behavior as such.
