In the later weeks of March and early weeks of April my data collection was finally completed, and my data analysis commenced. Following my data analysis, I crafted my final presentation and paper for the college board, which included my new findings from my data analysis.
Conclusions from my Data Analysis:
Figure 1: The above image shows the chart in which I created that included the names of all the women that went missing from the years 2017 to 2021. I also included the categories of year they went missing and the level of media coverage and their race in the chart.
All 50 of the cases were logged using the chart above, which allowed me to easily keep track of the distribution in the data for when it came time to
Figure 2: The percentages of media coverage received by white women and women of color within each level of media coverage.
After separating all of the cases that I had found media coverage levels for, I found the percent of cases within each level of media coverage was missing cases of white women and what percent was missing women of color. The results are shown above.
Figure 3: The trends in the bar graph depict the percentage of media coverage that was received within each level of media coverage (0-4).
My Hypotheses:
Figure 4: Above is my null and alternative hypotheses, in which outline my predicts for my study and the null hypothesis I am seeking to reject. Furthermore, with my data, the alternative hypothesis has the possibility to be proven, or at least gain convincing evidence for.
As shown in the graph to the left, the percentage of the media coverage within each level of media coverage is more equal between white women and women of color in the lower levels, however, it is clear to see that the higher levels of media coverage are dominated by media coverage for white women.
Given the data from the graph, it very easily becomes evidence to reject the null hypothesis that there is no difference in media coverage for white women and women of color, and therefore provides convincing evidence to prove my alternative hypothesis.
This analysis was achieved without a chi square statistical analysis test, which previously I was going to do, however, because the list I researched, I took data from the entire population and therefore, had all of the data possible. Further, this allows me to better generalize my results to the entire population as I used data from all of the missing person cases in Colorado, rather than just a sample.
This is the presentation that I recently presented to the AP panel. My presentation ended up being approximately 16 minutes long, given the limit was 20. The score on the presentation accounts for 25% of my overall AP Research Exam score.
The presentation includes the entirety of the overview of my research, including background, methodology, data, and conclusions. For further insight into my project, please reference the presentation.
Figure 6: AP Research teacher Nikki Dobos just before blowing out her candle to celebrate her birthday.
After everything this year, I wanted to thank and acknowledge all of my amazing mentors for guiding me and helping me through this difficult yet rewarding process.
First, to the woman who does it all, DOBOS!! Thank you so much for your constant support and all of your leadership throughout the course. Your guidance and patience with all of your students can't be overstated. I also wanted to thank Mr. Winkleman for all of his assistance in the technicalities/citations and extra work he put into this course.
I also had a lot of help from CBI detective Audrey Simpkins. She allowed me access to the list of missing persons names, in addition to helping me navigate and take full advantage of the resources included on the CBI website.
Please check back in a couple weeks for my final update. Thanks :)